Comparing Approaches

Workshop I Workshop II Workshop III Workshop IV Workshop V
Fundamentals of Inquiry Facilitator’s Guide
WORKSHOP I: COMPARING APPROACHES

TO HANDS-ON SCIENCE
A Professional Development Curriculum from the
Institute for Inquiry®
The first in a set of five workshops for teacher professional development.
INSTITUTE FOR INQUIRY

C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E
Exploratorium, San Francisco, CA 94123

www.exploratorium.edu
© 2006 by Exploratorium. All rights reserved.
Permission for use of these materials is granted for noncommercial educational purposes. Users
who wish to duplicate these materials must ensure that the Exploratorium Institute for Inquiry
is properly credited, and the original copyright notice must be included. For more information
on the Exploratorium’s Use Policy, please go to www.exploratorium.edu/about/use_policy.html.
Institute for Inquiry® is a registered trademark and service mark of the Exploratorium.
Exploratorium® is a registered trademark and service mark of the Exploratorium.
This material is based upon work supported by the National Science

Foundation under Grant No. 9911834. Any opinions, findings, and conclu-
sions or recommendations expressed in this material are those of the
authors and do not necessarily reflect the views of the National Science
Foundation.
Major support for the Institute for Inquiry has been provided by the National Science
Foundation, California Department of Education, The Noyce Foundation, Marin Community
Foundation, Stephen D. Bechtel, Jr., and the S. D. Bechtel, Jr. Foundation.
Additional funding was made possible by Wells Fargo Foundation, The San Francisco
Foundation, American Honda Foundation, Richard Lounsbery Foundation, Inc., The Grove
Foundation, and Washington Mutual.
Caution: The experiments in this guide were designed with safety and success in mind. But even
the simplest activity or the most common materials can be harmful when mishandled or misused. Use
common sense whenever you’re exploring or experimenting.
You can download your own copy of this guide at

www.exploratorium.edu/ifi/comparing. A wealth of back-
ground material, for this and the other guides in the
series, can be found at www.exploratorium.edu/ifi/library.
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FUNDAMENTALS OF INQUIRY workshop guides at
www.exploratorium.edu/ifi/workshops/fundamentals.
I N S T I T U T E F O R I N Q U I R Y: w w w. e x p l o r a t o r i u m . e d u / i f i 2
Comparing Approaches
Welcome Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
For more than thirty years, the Exploratorium Institute
for Inquiry has been educating teachers, administra- About This Workshop
tors, and professional developers about the theory and Workshop Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
practice of inquiry-based teaching and learning. We The Workshop in Context . . . . . . . . . . . . . . . . . . . . . . . .8
have witnessed firsthand the power of science coming
alive and having real meaning for students and teach- Planning and Preparation
Workshop at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . .10
ers when they focus on the questions of science, rather
Essential Planning Steps . . . . . . . . . . . . . . . . . . . . . . . .11
than just the answers.
Sample Room Setup . . . . . . . . . . . . . . . . . . . . . . . . . .15
In 2000 we received a major grant from the National Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Charts and Handouts . . . . . . . . . . . . . . . . . . . . . . . . . .17
Science Foundation to make what we have learned
Background Science for Workshop Activities . . . . . . . . .19
available to even more educators. The result is a series
of guides that provide step-by-step instructions and Presenting the Workshop
access to complete materials online so professional Introducing the Workshop . . . . . . . . . . . . . . . . . . . . . .22
developers and teacher educators can present these Experiencing Three Approaches to Hands-On Science
(Stations A, B, and C) . . . . . . . . . . . . . . . . . . . . . . . . . .24
workshops on their own.
Making Meaning: Small-Group Discussions . . . . . . . . .32
Comparing Approaches to Hands-On Science is the first of Concluding the Workshop . . . . . . . . . . . . . . . . . . . . . .40
five workshops designed to introduce teachers to the
Reviewing the Workshop
benefits of inquiry-based teaching. In this workshop,
Facilitation Review . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
participants experience three very different ways of
doing hands-on science, then analyze and compare the More from the Institute for Inquiry
approaches, and consider the purposes for which each About the Exploratorium Institute for Inquiry . . . . . . . .45
might best be used in the classroom. More Workshops on the Web . . . . . . . . . . . . . . . . . . . .46
How Comparing Approaches Relates to the NSES and to
We hope you find this workshop useful in establishing Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
a vibrant setting for teachers to learn and extend their
practice. And we hope that, like us, you will be inspired Reproducible Masters for Charts and Handouts . . .49
by seeing teachers become enthused about science,

eager to bring the very best ideas and approaches to
their students.
—LYNN RANKIN
Director
Institute for Inquiry
Acknowledgments
Project Directors Workshop Reviewers

Lynn Rankin, Barry Kluger-Bell Many educators participated in the testing and refinement of
the FUNDAMENTALS OF INQUIRY curriculum. We are grateful for
Curriculum Developers their exceptional contributions.
Lynn Rankin, Barry Kluger-Bell, Fred Stein, Marilyn Austin,
Karen Wilkinson, Mike Petrich, Candice Brown Althea Chow
Seattle Public Schools, Seattle, WA
Project Producer
Ana Crossman
Ruth Tepper Brown
Project Designer Thelma Davis
Kristina Hooper Woolsey, Woolsey & Associates Clark County School District, Las Vegas, NV
Linda Gregg
Project Writer TERC, Cambridge, MA
Buff Whitman-Bradley
David Hartney
Project Evaluators First Hand Learning, Inc., Buffalo, NY
Barbara Heenan, Inverness Research Associates Erica Ingber
Mark St. John, Inverness Research Associates Pasadena Unified School District, Pasadena, CA
Kelly Lawson
Series Editor Pasadena Unified School District, Pasadena, CA
Erin Van Rheenen
Laura MacDonald
Project Editors Clark County School District, Las Vegas, NV
Judith Brand, Martha Nicholson Steele, Laura Jacoby, Pat McGlashan
Buff Whitman-Bradley First Hand Learning, Inc., Buffalo, NY
Kirsten Nesholm
Graphic Designers Seattle Public Schools, Seattle, WA
Gary Crounse, Alisa Lowden, Esther Kutnick, Barbara
Gail Paulin
Del Rio, John Mavroudis, Steve Kearsley
Tucson Unified School District, Tucson, AZ
Photographers Steve Piccinicci
Lily Rodriguez, Amy Snyder, Mike Petrich, Karen Wilkinson Clark County School District, Las Vegas, NV
Harold Pratt, President
Web Designers Educational Consultants, Inc., Littleton, CO
Karen Wilkinson, Mike Petrich
Wayne Ransom
Web Developers Franklin Institute, Philadelphia, PA
Jenny Villagrán, Rob Rothfarb, Adrian Van Allen, Robin Marks Alex Rubalcaba
Pasadena Unified School District, Pasadena, CA
Project Managers
Paula Schachtel
Avon Swofford, Pat Koblenz Seattle Public Schools, Seattle, WA
Special Thanks Katherine Show
Our thanks to Doris Ash and Mildred Howard for their numer- Seattle Public Schools, Seattle, WA
ous contributions, and to the many educators from across the Kristina Wentdorf
country whose participation has aided in the development of Seattle Public Schools, Seattle, WA
these workshops. Elaine Woo
The Institute for Inquiry would also like to thank Rob Semper,
Karen Worth
Executive Associate Director of the Exploratorium and Director Education Development Center, Newton, MA
of the Center for Teaching and Learning, and Bronwyn Bevan,
Jennifer Yuré
Associate Director of the Center for Teaching and Learning,
Pasadena Unified School District, Pasadena, CA
for providing institutional support.
ABOUT THIS WORKSHOP
• Workshop Overview
• The Workshop in Context
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E ABOUT THIS WORKSHOP
Workshop Overview
A Quick Summary of approaches that can vary considerably from

each other. Effective science teaching requires that
This is the first of five guides in the FUNDAMENTALS
educators understand differences among ap-
OF INQUIRY curriculum. The guides are designed to
proaches and develop the ability to draw upon one
help facilitators plan and present professional
or another in appropriate situations.
development workshops for educators interested
in developing an understanding of inquiry-based To address this issue, the Institute for Inquiry has
science instruction. Comparing created this professional
Approaches to Hands-On Science development workshop to
Goals
offers teachers an opportunity help teachers become more
■ To help teachers become more
to experience and assess three thoughtful about the pedagogy thoughtful about the peda-
different types of science- and instructional value of different gogy and instructional value
teaching approaches, and to approaches to teaching science. of different approaches to
examine how each might best ■ To enable teachers to make teaching, and to enable teach-
be used in the classroom. informed choices in matching dif- ers to make informed choices
ferent teaching approaches to in matching these approaches
Unlike many professional particular learning goals they have
to the learning goals they
development workshops, for their students.
have for their students.
Comparing Approaches does
not provide teachers with activities to take back
How the Workshop Works
to the classroom. Instead, it focuses on giving
teachers an opportunity they rarely get: to think This workshop takes about three-and-a-half
about how they teach. hours and is designed to be led by three facilita-
tors. Typically, planning takes about six hours,
Comparing Approaches can be used as part of the
not including the time necessary to prepare
FUNDAMENTALS OF INQUIRY curriculum, or it can be
materials. In this guide, we list materials for 36
presented on its own. While none of the hands-on
participants. For fewer participants, quantities of
approaches in this workshop fully represent
materials and other workshop logistics can be
inquiry, Comparing Approaches does prepare teach-
adjusted as needed.
ers for the closer examination of inquiry that takes
place in subsequent curriculum workshops. For We recommend 12 to 36 participants for our work-
information about the complete series, see page 8. shops. Having fewer than 12 does not allow for the
lively group interaction that is such an important
The Goals of the Workshop component of the workshop. Having more than
36 makes whole group discussions unwieldy and
Many people see “hands-on science” as a single
can necessitate an additional facilitator.
approach to teaching rather than as a wide range
The workshop begins with work at three different ing opportunities for their students in approaches
stations, where teachers create spinning tops and they may not have tried. In particular, they may
learn science in three very different ways. The see that some of the learning experiences they
approaches sampled at these stations represent a would like for their students are only available in
variety of methods for teaching hands-on science. approaches in which students have the opportunity
to take more responsibility for
Work at the stations serves C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART & HANDOUT
their own learning; for exam-

as a foundation for small-
ple, by asking their own ques-
group “Making Meaning” Take-Home Messages
tions and planning their own
discussions, which are the ■ All approaches to hands-on science
are not alike—each approach has investigations.
primary focus of the work- distinguishable characteristics.
■ Different approaches to hands-on
shop. In these discussions, science support different objectives
for learning. About the Take-
teachers identify the charac- ■ Effective science teaching requires using Home Messages
a variety of approaches and matching
teristics of the different the appropriate approach with specific
approaches, compare them,
content, process, and attitudinal The take-home messages are
learning goals.
brief statements that convey
and discuss applying them
the central pedagogical ideas
in the classroom. By reflect-
encountered during the work-
ing on their own thinking
shop. By introducing the mes-
and learning, and by sharing
sages early on, facilitators set
their thoughts with others,
I N S T I T U T E F O R I N Q U I R Y:
w w w. e x p l o r a t o r i u m . e d u / i f i © Exploratorium M1
the context for what is to fol-
participants begin to develop low, and inform participants of
a deeper understanding of M1
the purpose and content of the
the experiences they have had and make connec- workshop. This transparency of purpose is an
tions to teaching and learning science. These dis- important initial step in establishing an atmos-
cussions lead to an understanding of what we call phere of trust between facilitator and learner. This
“take-home messages,” the pedagogical ideas trust is critical in creating a climate in which
upon which the workshop is built. learners feel comfortable expressing opinions and
considering new ideas.
By carefully analyzing and comparing different
approaches to hands-on science, teachers can rec- Understanding of the take-home messages deep-
ognize and make useful pedagogical distinctions ens as the workshop progresses, and as partici-
among the three different approaches. These dis- pants become intellectually engaged in building
tinctions will help them make more discriminat- new ideas based on their firsthand experiences
ing choices in their classrooms as they consider a and their conversations with each other. By
broader range of learning goals and how best to returning to the take-home messages at the end of
meet those goals in order to better support stu- the workshop, these ideas summarize and rein-
dents’ learning. force the understandings that participants have
constructed.
Looking closely at different approaches can also
help teachers realize that there are valuable learn-
The Workshop in Context

FUNDAMENTALS OF INQUIRY
Comparing Approaches is the first of five workshops in the FUNDAMENTALS OF INQUIRY curriculum, designed to
introduce teachers to the benefits of inquiry-based teaching. Though most of the workshops can be used
individually, the series is best presented as a comprehensive whole. Below are brief descriptions of the five
workshops.
The FUNDAMENTALS OF INQUIRY curriculum is organized into three areas:

Elements of Inquiry
A set of workshops that serve as building blocks for an immersion into inquiry by focusing on
various hands-on approaches and process skills related to inquiry learning.
Workshop I: Comparing Approaches to Hands-On Science

Workshop I
Participants discover that different approaches to hands-on teaching support

different goals for learning (about 3.5 hours).
Preview the workshop at www.exploratorium.edu/ifi/comparing
Workshop II: Process Skills

Participants identify the tools needed to carry out inquiry—the process skills—and
examine the role of these skills in learning (about 3.5 hours).
Preview the workshop at www.exploratorium.edu/ifi/skills
Workshop III: Raising Questions

Participants examine the kinds of questions learners ask about phenomena and
find out how to turn “noninvestigable” questions into “investigable” ones
(about 3.5 hours).
Preview the workshop at www.exploratorium.edu/ifi/questions
Immersion in Inquiry
In this workshop, participants plan and conduct an investigation that illustrates how deep conceptual
content—in this case, about stream flow and erosion—can be learned through a carefully orchestrated
science inquiry process. At the same time, the activity illuminates the process of inquiry itself.
Workshop IV: Stream Table Inquiry

Participants experience inquiry firsthand, learning scientific process and
content through an extended investigation (about 6 hours).
Preview the workshop at www.exploratorium.edu/ifi/streamtable
Connections to the Classroom

This last workshop focuses on helping participants make connections between what they have
experienced in the previous workshops and what they can do in their classrooms to incorporate more
science inquiry.
Workshop V: Subtle Shifts: Adapting Activities for Inquiry
Participants examine how current classroom activities can be modified to
incorporate elements of inquiry (about 3 hours).
Preview the workshop at www.exploratorium.edu/ifi/subtleshifts
PLANNING AND
PREPARATION
• Workshop at a Glance
• Essential Planning Steps
• Sample Room Setup
• Materials
• Charts and Handouts
• Background Science for Workshop Activities
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E P L A N N I N G & P R E PA R AT I O N
Workshop at a Glance
This diagram shows how participants move through

the workshop. Note that while participants move from Planning and Preparation
station to station, facilitators do not. Each station has 6 hrs. + materials prep
a facilitator who stays in place throughout the work-

shop. Note also that when participants arrive at
Station A, the facilitator there has them count off by Introducing the Workshop
three’s, in order to assign them to one of the three 10 min.
Making Meaning discussion groups that they will join

later in the workshop. Those groups—identified here
by different shades of gray—come together again to
Experiencing Three Approaches to Hands-On Science
form the three Making Meaning discussion groups. STATION A STATION B
9 people 9 people
Note that all times are approximate. 25 min. 25 min.
STATION C
18 people
50 min.
Workshop Time: Approximately 31 ⁄ 2 hours
STATION B STATION A
9 people 9 people
Facilitators Needed: 3 25 min. 25 min.
Participants Accommodated: 36
Introducing the Workshop 15-minute
One facilitator introduces the workshop to all 36 break
participants at once. Facilitators divide the group in
half. One half (18 people) go to Station C. The STATION A STATION B
9 people 9 people
remaining group is divided in half again. One group 25 min. 25 min.
(9) goes to Station A; the other (9), to Station B. STATION C
18 people
Experiencing Three Approaches to Hands-On 50 min.
Science STATION B STATION A
9 people 9 people
• After 25 minutes, groups at Stations A and B 25 min. 25 min.
switch, while the group at Station C remains.
• After another 25 minutes (and a 15-minute
break), groups that did Stations A and B go to
Station C. The group that began at Station C Making Meaning Small-Group Discussions
12 people each
divides in half: One half goes to Station A; the 65 min.
other half goes to Station B.
• After a last 25 minutes, the groups at Stations A
and B switch, while the group at Station C
remains. Concluding the Workshop
10 min.
Making Meaning Discussion Groups
When work at all stations is complete, participants
go to one of the three discussion groups assigned at
Reviewing the Workshop
Station A (shown here in three shades of gray).
time as needed
Essential Planning Steps

Planning Time Needed
Planning typically takes about
6 hours, not including the time
necessary to gather and prepare
Overview 2. View a materials.
brief online
The Comparing Approaches workshop requires a
preview of the
good deal of planning and preparation. Below
workshop. This preview, which introduces the
you’ll find step-by-step instructions, divided into
workshop with sound and images, can be viewed
three categories: Before the Workshop, On the
by facilitators and participants. It’s available on
Day of the Workshop, and After the Workshop.
the Web at www.exploratorium.edu/ifi/comparing.
It’s important that you and your co-facilitators go
over these steps together, arriving at a shared
3. Prepare materials. Gather and organize all
materials (see the complete list on page 16).
understanding of workshop goals and of how the
Materials are all common
workshop works. There are a
and easily available.
number of things to do,
An Important Note from
including reading through the Institute for Inquiry • Duplicate and prepare all
this entire guide, preparing the charts and handouts
This workshop is the result of
yourselves to lead discus- (see page 17).
many years of development with
sions, trying the workshop educators across the country.
• Determine guidelines for
yourselves, ordering materi- While its format may seem adapt-
able, using it in ways other than the Making Meaning small-
als, finding an appropriate
those described here will not only group discussions (page 32),
space, and preparing charts change the activity, but the out-
and write the guidelines on
and handouts. come as well. We recommend
becoming familiar with the plan- the blank “Discussion
You’ll also want to set aside ning and presentation of the Guidelines” chart (M9).
time after the workshop to workshop and experiencing its
intended results before consider- • To simplify setup on the
talk with your co-facilitators ing any adaptation.
day of the workshop, organ-
about what went well and
ize charts and handouts
what could be improved for
according to when and
subsequent workshops.
where they will be used, and put materials in
three separate boxes marked Station A, Station B,
Before the Workshop
and Station C.
1. Read this guide all the way through. It is
essential for you to read through this guide before
4. Do the workshop as learners. Once ma-
terials are available, meet together and go
you do any of the planning steps that follow. You
through the workshop as if you were participants,
may want to flag sections that don’t make imme-
so you can get a feel for how teachers will experi-
diate sense to you, coming back to them as the
ence it.
goals of the workshop become clearer.
• Make and experiment with tops at each sta- the steps carefully and study the prompts and
tion. (Note that each facilitator should keep the facilitation hints, highlighting any points they
top made when going over instructions at Station decide are particularly important or useful.
A to display to participants during the workshop.)
• Most steps in the workshop are instructional,
• The Making Meaning discussion is the heart of and some contain scripts. The scripted informa-
the activity. Go through it step by step, respond- tion (set in italics and marked with gray arrows) is
ing to the prompts and discussing the questions particularly
with each other. Use your experiences to antici- important to
pate what issues might arise when working with convey in a
A Note about Scripts
participants. The scripts in this guide are intend-
way that is as
ed to illustrate one way of present-
close as possi-
5. Do the workshop as facilitators. Go ing information and instructions to
ble to what is workshop participants. While the
through the workshop again, this time as facilita-
content of the scripts is crucial, the
written. It will
tors. Decide on what tasks each of the three facil- exact wording is not. After thor-
probably work oughly familiarizing yourself with
itators should do. There should be:
best for you, the scripts and noting the important
• One facilitator who introduces the activity points, you may decide to convey
however, to say
the information in your own words
• One facilitator at each of the three stations it in your own rather than reading the scripts to
(note that facilitators remain at the their
words, rather participants word for word.
stations as participants rotate through)
than reading it
• One facilitator to lead each of the three
discussion groups aloud.
• One facilitator who brings the workshop to a • As you go through the workshop the second
close
time, be sure you understand how the Making
Note that facilitation at Stations A and B is rela- Meaning discussion is structured and what under-
tively light-handed. The instructions are straight- standings it is intended to generate. We have pro-
forward and the tasks are fairly simple. vided extensive facilitation guidance for leading
Facilitation at Station C, however, is somewhat this discussion. Note that the M1: “Take-Home
more demanding because participants will be fol- Messages” express the pedagogical ideas partici-
lowing their own questions and interests, which pants should take away from this workshop.
might lead in unanticipated directions.
7. Be prepared to set the context. Setting
• There are brief report-outs at the conclusion of the context for the workshop is crucial. The facili-
work at each station, when participants talk tator who introduces the workshop should study
about their experiences and discoveries. The the information in Step 1 of Introducing the
prompts and facilitation hints provided are all Workshop (page 22) and practice setting the con-
you need to facilitate the report-outs effectively. text in his or her own words.
6. Familiarize yourself with each step. • In setting the context, the facilitator should
relate the workshop to district goals, standards,
Facilitators for each station should read through
and other professional development activities. You’ll also need three separate spaces for the
Information on how this workshop relates to three different stations, as well as areas where the
inquiry and to the National Science Education three Making Meaning discussion group will
Standards can be found on page 47 of this guide. meet. See the Sample Room Setup on page 15 for
additional information.
8. Plan time and space carefully.
• Create a detailed schedule for facilitators to refer Sample Schedule for Comparing
to during the workshop. Note the beginning and Approaches Participants
ending times for each step (e.g., Introduce the
9:00–9:10 Introducing the Workshop
Workshop, 9:00–9:10; Stations A & B, first rota-
9:10–10:00 Experiencing Three
tion, 9:10–9:35; second rotation, 9:35–10:00; etc.). Approaches to Hands-On
Be sure to include times for breaks. Science, Part 1
• Prepare a simplified version of the schedule for 10:00–10:15 Break
participants, which you can post at the beginning 10:15–11:05 Experiencing Three
Approaches to Hands-On
of the workshop. A sample schedule is shown at
Science, Part 2
right.
11:05–12:10 Making Meaning Small-
• In order for participants to get the most out of Group Discussions
the Making Meaning discussion (the primary 12:10–12:20 Concluding the Workshop
focus of the workshop), it is important to allow at
least the amount of time indicated for each of the
steps.
9. Assess needs for additional informa-
• It is also important that you arrange for discus-
tion. Be sure to read “How Comparing Approaches
sion groups of no more than 12 people each, so
Relates to the NSES and to Inquiry” on page 47. It
everyone has ample opportunity to engage in the
offers background information about the
dialogue. Groups that are too small, however,
Institute for Inquiry’s approach to inquiry learn-
tend to inhibit lively interaction and exchange of
ing, as well as information on how this workshop
ideas, so each should have at least 6 participants.
supports the Standards. You may want to copy
• Remember that times given in this workshop this section for participants.
are approximate. As you prepare to lead the work-
shop, going over each step in advance, you may • The additional resources on the next page may
find that you need more time than is suggested. also be of interest to you or participants. Before
Build this extra time into your schedule. presenting this workshop, read through them
and decide which, if any, to copy for distribution.
• Decide where the workshop will take place.
You’ll need one large space for the whole group to
meet at the beginning and end of the workshop.
On the Day of the Workshop

Additional Resources
❑ Hawkins, David. “Messing About in Science” in
1. Prepare the room. Set out all the materials
The Informed Vision: Essays on Learning and for the stations, post charts in appropriate places,
Human Nature, 1974. Reissued, New York:
and put handouts where you can access them
Agathon Press, 2002.
when needed.
❑ Kluger-Bell, Barry. “Recognizing Inquiry:
Comparing Three Hands-On Teaching • Use the Materials Reminder box at the begin-
Techniques.” Chap. 6 in Inquiry: Thoughts,
ning of each section as a guide to help you set up
Views, and Strategies for the K–5 Classroom.
Foundations, vol. 2. Arlington, VA: National the stations.
Science Foundation, 1999. Available online at
www.nsf.gov/pubs/2000/nsf99148/htmstart.htm. 2. Make sure sample tops are available at
❑ National Research Council. How People Learn: each station. These are the same tops facilita-
Brain, Mind, Experience, and School. Washing- tors made while planning the workshop.
ton, DC: National Academy Press, 2000.
❑ National Research Council. National Science

3. Watch your schedule. Refer to the schedule
Education Standards. Washington, DC: National you created before the workshop to keep things
Academy Press, 1996. Available online at on track. (See #8 on page 13.)
www.nap.edu/readingroom/books/nses.
❑ “A Vision of Effective Science Education.” After the Workshop

Chap. 2 in The Challenge and Promise of K–8
Science Education Reform. Foundations, vol. 1. You and your co-facilitator should take some time
Arlington, VA: National Science Foundation,
1997. Available online at to reflect on your experiences. Issues of logistics,
www.nsf.gov/pubs/1997/nsf9776/nsf9776.pdf. communication, outcomes, and expectations can
be addressed at this point. The Facilitation
Review (page 43) will allow you to assess the
results of your work and identify the successes
and challenges that can help guide subsequent
workshops.
Sample Room Setup
This diagram shows a sample setup for 36 people. Note that the largest space you’ll need will have to
accommodate the entire group of 36 as you introduce and close the workshop. After work at each sta-
tion, station spaces can be used for the Making Meaning discussion groups.
Area 1
Materials Table
Station C
Area 2 Area 3
Materials Materials
on Table on Table
Station A Station B
Essential features:
• Three separate rooms or enough separation between • Tables for 9 people to work at Stations A and B
stations to prevent distraction from conversations at (expandable to 13 chairs for discussions)
nearby stations
• Materials Table at Station C
• A place to mount charts and posters at each station
• Tables with space for 18 people to work at Station C
Materials
Quantities are based on 36 participants.
Item Station A Station B Station C Total
❑ scissors 6 pairs 6 12 24
❑ drawing compasses 6 6 9 21
❑ pennies 200 400 500 1,100
($2 worth) ($4 worth) ($5 worth) ($11 worth)
❑ ⁄4” masking tape

3
4 rolls 4 rolls 8 rolls 16 rolls
❑ stopwatches 4 4 4 12
(or other timers with second hands)
❑ 1” rubber bands 60 50 50 2 pkgs.
(about 150 ea.)
❑ pencils, small scoring (as used in golf) 30 20 50

❑ pencils, standard 18 12 30
❑ 1 ⁄4” dowels in various lengths, 25 40 65
from 6” to 12”
❑ bamboo skewers 10” to 12” long 12 12 24
❑ 5” posterboard squares 30 30 60
❑ 9” × 12” posterboard rectangles 30 60 90
❑ modeling clay 1
⁄4 lb. 1 lb. 11 ⁄4 lb.
❑ pencil sharpeners 1 1 1 3 (or 1 centrally)
❑ metal paper clips, No. 1 50 1 box 2 boxes
❑ 12” rulers 6 6 6 18
❑ emery boards 3 4 1 package
❑ 1” and 2” metal washers 30 each 30 each
❑ 5” paper plates, heavy 30 30
❑ 9” or 10” paper plates, heavy 15 30 45
❑ cardboard pieces, 6 6
approx. 20” on a side
❑ coffee stirrers 1 package 1 package
❑ 5” plastic plates 20 20
❑ 9” or 10” plastic plates 20 20
❑ homemade tops (created by facilitators while 1 (see M2) 1 (see M5) 1 (see M5) 3
planning the workshop)
Charts and Handouts

Masters for all charts begin on page 48. They are identified by the letter M (for Master) and numbered
in order of use.
Charts
If you have access to a copy machine that can enlarge to poster size, enlarge these masters 400% to create charts
that are 34” x 44”. Otherwise, hand-copy facsimiles onto chart paper or poster paper approximately the same size.
Page # Quantities
For For For For For Making
Intro. Station A Station B Station C Meaning
Discussions
❑ “Take-Home Messages”
Make one chart for Introducing the Workshop;
M1 1
reuse in Concluding the Workshop.
❑ “Spinning Top: Station A”

M2 1
Make one chart for Station A.
❑ “Station B Instructions” M4
Make one chart for Station B. 1
❑ “Spinning Top: Stations B & C”

Make two charts, one for Station B and one M5 1 1
for Station C.
❑ “Station C Instructions” M6
1
Make one chart for Station C.
❑ “Final Discussion Points”

Make three charts, one for each discussion group M7 3
(Making Meaning Step 1).
❑ “Discussion Guidelines”
Make 3 charts, one for each discussion group M8 3
❑ “Identifying Characteristics of the Different

Approaches”
Enlarge this chart by 730% to make it 62” x 80”, or draw 3
M9
a facsimile of the chart onto poster paper.
Make 3 charts, one for each discussion group
❑ “Learner Control”
Make 3 charts, one for each discussion group M10 3
❑ “How Would You Use the Approaches?” M12 3

Enlarge this chart by 365% to make it 31” x 40”, or draw
a facsimile of the chart onto poster paper.
Make 3 charts, one for each discussion group
Handouts
Page # Quantities
Photocopy these handouts, making one for each participant. For
Introducing For For Making
the Station A Meaning
Workshop Discussions
❑ “Take-Home Messages” M1 36
❑ “Station A Activity Sheet” M3 36
❑ “Identifying Characteristics of the Different Approaches” M9 36
❑ “Learner Control” M10 36
❑ “Categories for Comparing Different Approaches” M11 36
❑ “How Would You Use the Approaches?” M12 36
Background Science for

Workshop Activities
Key Concepts in the Science of Tops balanced. Since symmetrical tops have their mass
evenly distributed about the spindle, they are in
The sample hands-on approaches in this work-
balance. Therefore, symmetrical tops are much
shop are only partial lessons, and participants do
more stable than asymmetrical ones.
not have enough time at each station to develop
a deep understanding of the science concepts
Key Concepts at Station A
introduced. However, at each station participants
do learn some simple science involving how par- The focus of this station is that the amount and
ticular variables affect spinning tops. The follow- distribution of mass (or weight) about the spindle
ing are some of the main ideas that participants affects the stability of the top. (People can use the
encounter. term weight if they choose, since weight is pro-
portional to mass.) For tops with consistent ini-
Key Concepts at All the Stations tial spins (i.e., starting with the same rate of rota-
tion), putting the mass farther from the spindle
Throughout the workshop, participants are con-
and adding more mass increases stability. Mass
cerned with the stability of tops—what makes a
that is farther from the spindle is moving faster
top stay upright and continue to spin. A top is
than mass close to the spindle and therefore has
stable when its mass is centered over the tip of
more energy to start with. Adding more mass also
the spindle. At the three stations, people en-
increases starting energy. The more initial energy
counter several ideas about what affects stability.
a spinning top has, the longer it will spin.
By spinning a top, you
give it energy (rotational
kinetic energy). The top
loses energy primarily
through friction between
the spindle tip and the
surface on which it spins.
As the top loses energy it
slows down and becomes
less stable, eventually
falling over.
Symmetry is another
important concept here.
To be stable, tops must be
The greater the distance between the center of body mass and the tip of the spin-
dle, the less stable the top.
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E BACKGROUND SCIENCE
Key Concepts at Station B concept. However, many concepts begin to

emerge as participants create and explore tops
At Station B, participants will see that the distri-
with the available materials. These concepts are
bution of mass (or weight) vertically along the
primarily about factors that affect stability. For
spindle affects a top’s stability. The higher the
instance, a top is more stable
mass, the less stable the top. As the illustration on
page 19 shows, when it begins to tip, a top with • the faster it spins
its center of mass far away from the tip of the
• the more mass (or weight) it has
spindle goes farther “out of balance” than a top
with its center of mass set close to the tip of the • the farther its mass is from the spindle
spindle.
• the lower its mass is on the spindle
Key Concepts at Station C • the more symmetrical it is
Station C does not focus explicitly on a particular • the less friction it experiences
PRESENTING
THE WORKSHOP
• Introducing the Workshop
• Experiencing Three Approaches to Hands-On Science

(Stations A, B, and C)
• Making Meaning: Small-Group Discussions
• Concluding the Workshop
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E THE WORKSHOP
Introducing the Workshop

Materials and Space
Reminder
During this part of the work-
Overview particular shop, facilitators will need to:
approach, ■ Begin by gathering

To begin, one facilitator establishes the tone by
and does not everyone at one location
stating the purpose of the workshop and explain- include every- ■ Post chart M1: “Take-Home
ing how participants will work together. Letting thing you Messages”
everyone know what they will be doing and how might do in a ■ (Optional) Post workshop
they will be doing it is important in order to build classroom. schedule for participants
trust and demonstrate your respect for the partic- (see page 13)
• At Station
ipants as learners. A respectful atmosphere is
A, you’ll follow
essential for fostering a free and open exchange
very specific
of ideas. directions from an activity sheet.
5 Steps 10 Minutes • At Station B, you’ll have a challenge to meet

using a variety of materials in any way you
1. Ask participants to introduce them- choose.
selves. Begin the workshop by introducing the
• At Station C, you’ll use a variety of materials to
facilitators and asking the participants to intro-
find out about the structure and behavior of tops
duce themselves.
in any way you choose.
2. Set the context for the workshop. Relate But the purpose of doing these activities is not to
the following information to participants in your take them back to do with students. Instead,
own words: you’ll use your experiences here as the basis for
> In this workshop, you’ll experience three different thinking and talking about pedagogy and the
approaches to teaching hands-on science and instructional choices you make in the classroom.
then consider how you might use each one most After working at the stations, you’ll move on to
effectively in your classrooms. the heart of the activity: small-group discussions
This workshop has two major parts: hands-on where you’ll have a chance to reflect on the ped-
science activities, followed by small-group discus- agogical implications of your experiences.The real
sions. purpose of this workshop is to give you the
opportunity to think about the pedagogy of differ-
We’ll start by building spinning tops at three sta- ent hands-on approaches and about the instruc-
tions that represent the three different hands-on tional choices you make in the classroom.You’ll:
approaches. These approaches are only a sam-
• Identify characteristics that distinguish each
pling of the many ways there are to do hands-on approach
science. Each is only a brief representation of a
• Compare characteristics across approaches
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E THE WORKSHOP
• Discuss ways that each approach fits with dif- now, and again when you get to Station A, where
ferent types of learning goals you’ll “count off ” by threes to be in one of three
Keep these questions in mind as you work at discussion groups at the end of the workshop.
each station:
Tell participants that the
• How much control do
entire workshop will take
learners have over what C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART & HANDOUT
happens in each approach? about three-and-a-half

Take-Home Messages hours, including 15 minutes
• How is science content
addressed in each ■ All approaches to hands-on science for a break. If you’ve posted
are not alike—each approach has
approach? distinguishable characteristics.
a schedule for participants,
3. Refer to chart M1: science support different objectives refer to it here.
for learning.
“Take-Home Messages,” ■ Effective science teaching requires using
• Divide the group in half.
and read the messages the appropriate approach with specific
Have one half go to Station C.
content, process, and attitudinal
aloud. Tell participants: learning goals.
• Divide the remaining half
> Through direct experience in half again. Ask one group
and discussion, you’ll be
to go to Station A and the
working to develop your
other to go to Station B.
own understanding of the
pedagogical ideas these I N S T I T U T E F O R I N Q U I R Y:
• Refer to the information in
take-home messages the box below (“How Groups
express. M1
Rotate”), and to the diagram on
4. Tell participants why you chose to

present
How Groups Rotate
this workshop, describing how the work-
shop relates to the specific goals, stan- ■ After 25 minutes, groups at Stations A
and B switch, while the group at Station
dards, and other professional development
C remains.
activities of your district. You may also want
■ After another 25 minutes (and a 15-
to talk about how the workshop relates to state minute break), groups that did Stations
and national standards. For more on how A and B go to Station C. The group that
Comparing Approaches connects to the National began at Station C divides in half: one
half goes to Station A; the other half
Science Education Standards, see page 45. goes to Station B.
5. Address the timing of the workshop ■ The groups at Station A and Station B
switch after 25 minutes.
and divide participants for work at the sta-
tions. Tell people: ■ When work at the stations is concluded,
participants go to one of three different
> Now we’re going to divide into three working discussion groups to which they have
groups. Each group will rotate through three been assigned (see Station A, Step 1).
hands-on stations.
You’ll be divided twice during the workshop: once
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E T H E W O R K S H O P : S TAT I O N A
EXPERIENCING THREE APPROACHES TO HANDS-ON SCIENCE
Station A: Following Directions to Make a Top

Materials Reminder
shop, facilitators will need to:
Overview bers so they
don’t forget. ■ Arrange all materials (page
Explain that 16) on the table
Station A illustrates a tightly guided approach.
Participants go through a carefully orchestrated this arrange- ■ Post chart M2: “Spinning
Top: Station A”
series of steps to arrive at specific concepts—in ment ensures
that discussion ■ Distribute handout M3:
this case, that the amount and distribution of
“Station A Activity Sheet”
groups will
mass (or weight) make a difference in the stabili-
include people ■ Have on hand one of the
ty of a top, which affects the duration of spin. sample tops you made
who experi-
There is very little facilitation necessary here.
enced the sta-
Instructions are straightforward and the tasks are tions in differ-
simple. The prompts (Step 5) are designed to ent orders with different colleagues. Note:
ensure that participants arrive at the content Counting off only happens at Station A, so be
goals of the activity. It is important to use the sure to do this with each group.
prompts for the report-outs as given because they
2. Explain the task at this station. Tell par-
elicit responses that participants will be able to
ticipants they’ll be working in pairs to
refer to during the Making C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART
make and experiment with a simple

Meaning discussion.
Spinning Top: Station A top as shown in chart M2: “Spinning
Participants work in pairs to Top: Station A.” Also, show them the
create tops according to direc- Rubber
Spindle
Body of
the top
sample top you’ve made.
band on
tions on handout M3: “Station

top
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E HANDOUT • Distribute handout

Station A Activity Sheet
A Activity Sheet.” M3: “Station A Activity
1. Using a compass and posterboard, draw a 4-inch circle. Cut it out.
2. Insert a small scoring pencil through the center of the circle so that the
pointed end extends about 3⁄4 inch through the circle.
3. Push a twisted rubber band up tight against each side of the circle to
Sheet.” Point out that
7 Steps 25 Minutes
stabilize the pencil so it is perpendicular to the circle.
4. Practice spinning the top a few times to make sure the pencil stays firmly
attached and perpendicular to the circle.
5. Using masking tape, attach four evenly spaced pennies on the top surface
all the directions are
of the top with each penny touching the pencil.
6. Take a few practice spins, and then time three spins. Record the times.
(Note: A spin is considered ended when the top stops moving.) 1¢ 1¢
on the activity sheet
1. Have groups count off.
1¢ 1¢
pennies in: Spin 1 Spin 2 Spin 3
7. Now, move the four pennies to the outside edge of the top surface and
attach them evenly. Retest your top. and all the materials
Rubber band
Have each new group that on bottom

pennies out: Spin 1
A. What were your best times:

Spin 2 Spin 3
1¢ 1¢ are on the table.

pennies in pennies out
comes to the station count off I N S T I T U T E F O R I N Q U I R Y:

w w w. e x p l o r a t o r i u m . e d u / i f i © E x p l o r aB.t oWhat
r i u mdid
you notice? M2
________________________________________________________________
1¢ 1¢
________________________________________________________________ • Inform the group

by threes. Tell participants that C. Based on your results, if you move the weight farther out from the
M2 axis of a top, do you expect it to spin: 1¢

1¢ 1¢
that they’ll have to
their numbers determine shorter longer
8. (If you finish early) Now add four more evenly spaced pennies.
the same
1¢ 1¢
work quickly, since

Retest your top.
1¢ 1¢
1¢
which Making Meaning discussion group 8 pennies out: Spin 1 Spin 2 Spin 3
How does this affect your times?_____________________________________

they’ll have a little less
they’ll be in after the stations and tell them I N S T I T U T E F O R I N Q U I R Y:
than 15 minutes to
where each group will meet. Suggest that
M3 complete the task,
participants write down their group num-
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E T H E W O R K S H O P : S TAT I O N A
then about 10 minutes for reporting out and If you added extra pennies, did the top spin for
cleanup. Tell them that you’ll circulate as they more or less time?
work and answer any questions.
6. Summarize the conclusions. Reinforce the
3. Have participants choose partners and main ideas that the participants reported:
make their tops. • Moving the mass (or weight) outward makes
the top more stable.
4. Keep the group aware of the time. • Adding more mass makes the top more stable.
Occasionally remind people how much time is
You might want to note that these results could
left. Give a few minutes’ warning before ending
be built upon to learn more complex scientific
the activity, and ask participants to complete the concepts at another time.
step they’re working on. (Don’t expect everyone
to get to the last step.)
7. Have the group disassemble tops, clean
up, and move on. If participants have complet-
5. Have pairs report their results. Ask each ed work at all three stations, have them go to
group for a quick report, using the following their assigned discussion groups. If not, direct
prompts: them to the next appropriate station.
> When you moved the pennies away from the spin-
dle, did the top spin for more or less time?
Facilitation Hints for Station A
■ Keep Things Moving ■ Control Variables ■ Expect Different Reactions

Make sure all participants experi- You may hear participants com- You can expect that some people
ence steps 6 and 7 on the menting on such matters as con- might find the activity sheet con-
“Station A Activity Sheet.” sistency of spin, differences in the straining and get bored. Others
surfaces on which the top spins, may be so eager to complete the
■ Explore Differences
how well the body is attached to activity that they don’t read the
If there are significant differences
the spindle, and so on. If so, focus directions carefully. Still others will
in the three trials in step 6 or step
their attention on the importance appreciate the specificity and clari-
7 on the “Station A Activity
of controlling variables by asking ty of the activity sheet and will
Sheet,” ask participants if they can
them to explain how they can be work quickly through all the tasks.
explain those differences (one way
sure that their findings were fair
to get at controlling variables).
and accurate.
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E T H E W O R K S H O P : S TAT I O N B
Station B: Building Tops to Meet a Challenge

Materials Reminder
Overview For those who
meet the first ■ Arrange all materials (page
Station B is designed to illustrate an approach 16) on the table
challenge, there
that challenges learners to solve a problem in a
are two further ■ Post chart M4: “Station B
way that highlights one particular science con- Instructions”
challenges to
cept—in this case, that the higher the center of
try. (See M4: ■ Post chart M5: “Spinning
mass (or weight), the less stable the top. Top: Stations B & C”
“Station B
Learners are likely to encounter a number of Instructions.”) ■ Have on hand one of the
sample tops you made
additional concepts as they solve the problem:
The role of the
the more mass, the more stable the top; the big-
facilitator at this
ger the top body, the more stable the top; and
station is to
symmetrical tops are more stable than asymmet-
encourage participants to experiment with vari-
rical ones. These concepts provide grounding for
ous factors that affect the spinning of their tops
learning more for-
and notice which factors make a difference. The
mal science con- C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART
prompts (Step 4) are designed to ensure that par-

tent at a later time. Spinning Top: Stations B & C
ticipants arrive at the content goals of the activi-
The challenge is Spindle
Spindle
ty. It is important to use the prompts as given
Body of
to make a top Paper clip and masking tape

the top
Paper clip and masking tape

because they elicit responses that participants
that can spin for will be able to refer to during the Making
10 seconds or Meaning discussion.
longer. The only C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART
Station B Instructions 7 Steps 25 Minutes

requirement is
that the length of
Challenge
Make a top with the spindle extending 1. Explain the task at this
11⁄ 2 inchesBody(4of top cm) below the body of the
the spindle below top that can spin for 10 seconds. Work with
For stability: Halfway a partner.
unfold two paper clips.Keep track of what factors help
station. Tell participants that
Place one on each side of the spindle. Tape
your
the paper clip firmly to the bodytop spin longer.
of the top
the body of the and the spindle.

they’ll be working in pairs to
I N S T I T U T E F O R I N Q U I R Y: Super challenge
top must remain w w w. e x p l o r a t o r i u m . e d u / i f i © Exploratorium M5
Make a top with the spindle extending try to meet the top-making
3 inches (8 cm) below the body of the top
that can spin for 10 seconds.
at 11 ⁄ 2 inches. M5 challenge described on the
Beyond the super challenge
Other than meeting that require- Make a top with the spindle extending chart you’ve posted.
that can spin as long as possible.
ment, participants may make all
Point out that for those who
kinds of modifications with the
complete the initial challenge,
available materials to increase spin
there are two more challenges
duration. It’s a tough challenge, but I N S T I T U T E F O R I N Q U I R Y:
of increasing difficulty they can

not an impossible one. M4
try.
• Tell participants they may use the available What helped increase spin duration and what
materials in any way they want as they try to meet didn’t help?
the challenges.
Here are some questions you can ask to bring out
• Ask people to keep track of the various factors important conceptual points:
that influence how long their tops spin.
> Did how fast you started your top spinning affect
• Tell people they’ll have about 15 minutes to its stability?
complete the task, then 10 minutes for reporting Did anyone try making a top with a wider body?
out and cleanup. Explain that you’ll circulate as What were the results?
they work and answer any questions.
Did anyone add more mass (or weight)?
2. Have participants choose partners and What were the results?
make their tops. For the first group at the sta-
Did anyone try moving the mass farther from the
tion, show your sample top, and explain that this
spindle? What were the results?
basic design may give them an idea about how to
get started in making their own tops. 5. Have participants form generalizations.
As the discussion nears its end, ask:
3. Keep the group aware of the time.
Occasionally remind people how much time is > What conclusions can you draw about why tops
left. Give a few minutes’ warning before ending
spin for longer or shorter times?
work on the challenges. 6. Summarize the conclusions. Reinforce the
participants’ main ideas. Then tell them:
4. Have participants report what they
learned. Begin with this prompt (take only a few > The concepts you learned here could serve as a
responses): foundation for learning more complex scientific
concepts.
> Was it harder to get a stable top when the body
was higher on the spindle? 7. Have the group disassemble tops, clean
up, and move on. If participants have comple-
Most people will agree that it was harder.
ted work at all three stations, have them go to
Ask about other things participants noticed. their assigned discussion groups. If not, direct
Encourage brief responses so that as many people them to the next appropriate station.
as possible have a chance to speak.
> What factors made a difference in how long your

top spun?
Facilitation Hints for Station B
For Steps 1–3 body was made larger.) Then you ■ Encourage Tracking of Spin
could ask: Factors

■ Offer Help Securing Spindle
At this station, securing the spin-
> If you did more of that, would it From time to time, remind partici-
be even better? pants to keep track of the various
dle to the top body can be partic-
factors that influence how long
ularly problematic. For those who
■ Respond to Negative their tops spin.
have trouble, point out how to
Modifications
use bent paper clips and tape as ■ Expect Frustration Near
If someone has made a modifica-
shown in chart M5: “Spinning Time Limit
tion that decreased spin time, you
Top: Stations B & C.” As the time limit approaches, par-
might ask:
ticipants’ frustration levels may
■ Help People If They Get > What did you do that made it increase, just as they do with stu-
Stuck worse? If you did just the oppo- dents in a classroom.
For people who are having a hard site, do you think it would work
time getting started, or who get
better?
stuck, you might ask a simple For Steps 4–7
question such as:
■ Try Controlling Variables ■ Be Aware of Typical
> What do you think you can Sometimes people change more Responses
change to make the top spin than one factor at a time, making Participants typically identify the
longer? it difficult to determine which fac- following factors as they keep tops
tor affected the spin time. You can spinning:
■ Offer Encouragement
help by asking which factor they
• Putting more mass (or weight)
As necessary, assure participants think is making the difference. on the body makes the top spin
that the challenges are not impos- Note also any factors that have longer.
sible. Encourage those who not been mentioned (e.g., how
become frustrated to keep experi- • Putting the mass farther from
fast or consistently the top is
the spindle makes the top spin
menting with various modifica- spun). In that case, you might ask: longer.
tions. > Did you notice that you • The faster you spin the top, the
■ Reassure First-Timers changed __________ as well? longer it stays up.
Be aware that this station might
• Symmetrical tops spin longer.
be more difficult for those who ■ Don’t Expect All to Meet
have yet to work with tops at any Each Challenge • Firmly attaching the body to the
other station, and they may need You can expect that a few of the spindle keeps it from wobbling
pairs may not meet the first chal- and helps it spin longer.
some extra reassurance.
lenge and only a very few go on to
■ Respond to Positive ■ Recognize First Steps
the second and third challenges.
Modifications Toward Understanding
If someone has made a modifica- ■ Expect Different Responses Though participants’ responses
tion that improves spin time, you Some people will be highly moti- are not usually stated with scien-
might ask what she or he did that vated by the challenge, while tific precision, they may be per-
caused the improvement. others may be intimidated by it. fectly acceptable in expressing a
(Common responses are that Still others may turn the challenge beginning understanding of scien-
more weight was added or the into a competition with other tific concepts.
individuals or groups.
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E T H E W O R K S H O P : S TAT I O N C
Station C: Exploring Materials & Designing Tops
Materials Reminder
Overview 7 Steps shop, facilitators will need to:
Station C is designed to illustrate an approach in

50 Minutes ■ Arrange all materials (page
16) on the materials table
which learners investigate phenomena that spark 1. Explain the ■ Post chart M5: “Spinning
their personal interest. task at this Top: Stations B & C”
station. Tell
Here, participants create tops of their own design. ■ Post chart M6: “Station C
participants: Instructions”
As they explore and share information with each
other, learners encounter a number of scientific > Use the ma- ■ Have on hand one of the
terials from sample tops you made
concepts. These concepts include the ideas that a
top is more stable if it is spinning faster, has more the table to
mass (or weight), has its mass farther from the find out what-
spindle, is more symmetrical, experiences less fric- ever you can about spinning tops. Work in pairs
tion, or has its mass lower on the spindle. The con- for about 35 minutes, then we’ll share findings
and clean up for about 15 minutes.
cepts provide grounding for learning more formal
science content at a later time. For the first group at the station, display your
sample top. Explain:
The role of the facilitator at this station is to
actively promote experimentation, observation, > The idea is not simply to create a
and questioning by making basic top like this one—although
suggestions and asking C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART
you may want to begin that way—
questions. Spinning Top: Stations B & C but to use a variety of materials in
exploring the structure
The prompts in this section Spindle
and behavior of tops.

Spindle
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART
Body of
(Step 4) are designed to the top
Paper clip and masking tape Paper clip and masking tape
ensure that participants Station C Instructions 2. Ask partici-

arrive at the content goals of Using the materials on the table, find out pants to choose
whatever you can about the structure and
the activity. It is important to behavior of spinning tops. Work with a
partner and select whatever materials you
partners. Then
like.
use the prompts as given have participants
because they are meant to work in pairs to
Body of top
elicit responses that partici- make their tops.

For stability: Halfway unfold two paper clips.
pants will be able to refer to the paper clip firmly to the body of the top
and the spindle.
during the Making Meaning

discussion. M5
M6
3. Keep participants aware of the time. • making a top that was asymmetrical or
unbalanced?
Occasionally remind participants how much
time they have left. • making alterations to the tip of the
spindle or to the surface on which the top spun?
Give a 5-minute warning before ending the explo- • moving the mass higher or lower on the
rations so people can bring their work to a close. spindle?
4. Have participants report their results. 5. Have participants form generaliza-

Encourage brief responses so that as many people tions. As the discussion nears its end, ask the
as possible have a chance to speak. Begin with a group:
general prompt such as this:
> What conclusions can you draw about why tops
> Please share with the group something about spin for longer or shorter times?
what affected how your tops spun.
To bring out important conceptual points, ask

6. Summarize the conclusions. Reinforce
the participants’ main ideas. Then tell them:
the following:
> Did the speed at which you started spinning your > The concepts you learned here could serve as a
top affect its stability? foundation for learning more complex scientific
concepts.
Did anyone try any of the following, and what
were the results: 7. Have the group disassemble tops, clean
• adding more mass (or weight)? up, and move on. If participants have com-
• moving the mass farther from the spindle? pleted work at all three stations, have them go to
• making a top with a wider body? their assigned discussion groups. If not, direct
them to the next appropriate station.
Facilitation Hints for Station C
For Steps 1–3 narrows the focus and shuts down show them how to use a paper clip
options rather than encouraging and tape (as shown in chart M5:
■ Encourage Exploration
participants to go off on their “Spinning Top: Stations B & C”) or
Keep all suggestions open-ended
own. You want them to experi- suggest that they press a small
to maximize opportunities for
ence ownership of their efforts. amount of clay onto the top where
exploration and discovery.
the spindle and body connect.
Suggestions you might make (e.g., ■ Offer Construction Tips
“Can you create the biggest top? Some people may have trouble sta- ■ Encourage Questions
The most complex top?”) may bilizing tops or securing a spindle Encourage participants to pay
lead to a challenge that actually to the top body. If they need help, attention to the questions they ask
Facilitation Hints for Station C (continued)
themselves. This helps them see however, participants who have Even if participants’ responses are
that they are actually asking ques- had some experience with tops not stated with scientific precision,
tions as they explore and makes it may have a clearer idea of the they may be perfectly acceptable
more likely that the subject of rais- exploration they want to carry out in expressing a beginning under-
ing questions will come up in the than those who begin here. On standing of scientific concepts.
Making Meaning discussions. the other hand, people who have
■ Distinguish Inquiry from
already done Stations A and B
■ Discourage Distractions Open-Ended Exploration
may be a little weary of tops and
Try to discourage experimentation If people confuse this station’s
find themselves stuck for explo-
with different colors, decorations, open-ended exploration with
ration ideas. They may even quit
and so on, because such work inquiry, explain that while they
before the time is up.
moves participants away from may have certain characteristics in
science content. common (such as opportunities
For Step 4 for learners to ask questions and
■ Offer Spinning Tips
devise their own ways to find
If the tops aren’t working well, ■ Be Aware of Typical
answers), this activity does not
you might ask participants if they Responses
represent all there is to inquiry.
think the top will work better if Participants typically identify the
Inquiry also includes testing,
the spindle passes through the following factors that affect dura-
analyzing, drawing conclusions,
center of mass (or center of gravi- tion of spin:
and developing theories that fit
ty) of the body and the mass is
• Tops that spin faster are more with existing understanding and
evenly distributed. You might also stable. knowledge.
ask if a sharply pointed spindle is
• The more mass (or weight)
better than a blunt one and ■ Recognize the Value of
there is on the body, and the
whether a higher or lower center farther that mass is from the Open-Ended Exploration
of mass works better. spindle, the more stable the Note that what participants dis-
top is. cover at this station about open-
■ Keep People Motivated
ended exploration will be useful in
If you notice participants’ interest • Symmetrical tops are more sta-
ble than asymmetrical tops. the Making Meaning discussion
flagging, suggest a new material
that follows. They will see that this
or a new direction, or encourage • The less friction there is
approach provides learners with:
them to walk around and see between the tip of the top and
what others are doing. the surface it’s spinning on, the • more ownership of their work
longer the top will spin. • more choices about how they
■ Reassure First-Timers do that work
• When the body is lower, or
Be aware that this station might
closer to the tip of the spindle, • more opportunities for asking
be difficult for those who have not the top is more stable. their own questions
yet worked at other stations, and
• more chances to ask a greater
they may need some extra reas- ■ Recognize First Steps number and variety of ques-
surance. In the second rotation, Toward Understanding tions
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E THE WORKSHOP: MAKING MEANING
Making Meaning: Small-Group Discussions

Materials Reminder
For Each Discussion Group
Overview Before discussions begin
■ Post chart M7: “Final Discussion Points”
The Making Meaning discussions are really the
For Step 2
heart of this workshop. Participants reflect upon, ■ Distribute handout M8: “Identifying
analyze, and discuss what they did and how they Characteristics of the Different Approaches”
learned at each station. The purpose is to “make For Step 3
meaning”—to begin developing a deeper under- ■ Post chart M8: “Discussion Guidelines”
standing of their experiences, and to connect For Step 4
them to the teaching and learning of science. ■ Post chart M9: “Identifying Characteristics of
the Different Approaches”
Although teachers are typically eager to talk For Step 5
about their opinions of each approach, you will ■ Post chart M10: “Learner Control” and dis-
want to move the discussion beyond personal tribute corresponding handout
preferences and beliefs about the right way to ■ Distribute handout M11: “Categories for
Comparing Different Approaches”
teach to a more objective consideration of the
For Step 6
qualities and benefits of each approach.
■ Post chart M12: “How Would You Use the
It’s important for the facilitator to shape the dis- Approaches?” and distribute corresponding
handout
cussion as necessary, but also to recognize that
the group should have ownership of the conver-
sation. You’ll need to make continual judgments
approach. That structure has three major points,
about when it’s useful to
summarized in chart M7: “Final
explore an idea further and
Discussion Points.”
when to move things along.
Final Discussion Points After the Making Meaning discus-
The suggested structure and
■ Identifying the characteristics of the sions, the entire group reconvenes
process for these discussions different approaches
Comparing the approaches and a facilitator summarizes the
serve as a scaffold to help par- ■
■ Using the approaches workshop by revisiting the take-

ticipants move to a deeper
home messages. This portion of the
understanding of the charac-
workshop is described in Concluding
teristics and benefits of each
the Workshop, on page 40.
M7
7 Steps 65 Minutes
Making Meaning
Discussions at a Glance 1. Explain the purpose and structure of the
discussion (5 minutes). This step prepares par-
Total time: 65 minutes
ticipants for shifting their thinking from experi-
menting with tops to reflecting on pedagogy. Tell
EXPLAIN THE PURPOSE AND STRUCTURE participants:
OF THE DISCUSSION
Prepares participants for shifting from > Now we’re moving into the heart of the workshop,
experimentation to reflection the Making Meaning discussion.
5 minutes
In this discussion, you’ll have the chance to analyze
and discuss the approaches you experienced at
the stations. This analysis will help you build an
ELICIT PERSONAL REFLECTIONS understanding of the pedagogy of each of the
Gives participants the chance to organize approaches. Then you’ll be able to make more pur-
thoughts in writing before discussion begins poseful decisions about how and when to use the
7 minutes different approaches in your classroom.
The discussion will take about an hour and will

ESTABLISH DISCUSSION GUIDELINES
include:
Creates an atmosphere for an open exchange • A brief period of personal reflection
of ideas
• Setting discussion guidelines
3 minutes
• Discussing the characteristics of each approach
• Coming to an understanding of when to use a
DISCUSS THE IDENTIFYING CHARACTERISTICS particular approach in the classroom.
Helps participants examine and describe each
approach in detail Refer to chart M7: “Final Discussion Points” and
20 minutes explain:
> This discussion will be structured around the points

summarized in the “Final Discussion Points” chart.
COMPARE THE APPROACHES
Allows participants to analyze the pedagogical 2. Elicit personal reflections (7 minutes).
differences among the approaches This step allows participants to collect and organ-
20 minutes ize their thoughts in writing before plunging into
a discussion. It also provides a structure for analyz-
ing the pedagogy of each approach.
DISCUSS USING THE APPROACHES
Encourages participants to articulate how and • Distribute copies of handout M8: “Identifying
why they would use particular approaches Characteristics of the Different Approaches.”
10 minutes
• Briefly remind participants what they did at M9: “Discussion Guidelines,” and work with par-
Stations A, B, and C so they remember which sta- ticipants to fill it in. A sample of what you might
tion is which (i.e., the guided approach at Station write is shown below.
A, the challenge approach at
4. Discuss the identifying
Station B, and the open C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART
characteristics (20 minutes).

exploration at Station C.) Discussion Guidelines This step gives participants the
• Ask participants to take ■ Everyone gets a chance to talk. opportunity to analyze and char-
about five minutes to write ■ We share time equitably. acterize the approaches in detail.
down the characteristics of The characteristics they identify
■ We treat each other’s opinions
the approaches they’ve expe- respectfully. will provide the foundation for
rienced. If there’s any confu- ■ Group members address each comparing the approaches,
sion about what you mean other directly. which takes place in the follow-
by “characteristics,” give ■ The facilitator listens carefully ing step.
and guides the conversation
them a few examples, such as only as appropriate. • Post the blank chart M8:
“opportunities for raising “Identifying Characteristics of
■ Participants listen carefully to
questions,” “opportunities each other. Different Approaches” on which

for team building,” “opportu- to record participants’ responses.
nities for learning specific (See sample responses below.)
M8, with examples of typical guidelines
content,” and so on.
3. Establish guide-
lines for the discus- C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART & HANDOUT
sion (3 minutes). Identifying Characteristics of the Different Approaches

When participants are Station A Station B Station C
finished writing, take a

■ Clear expectation of what ■ Competition is engaging ■ Learner invents her/his
few minutes to set you are supposed to do. for some, stressful for own path of investigation.
others.
guidelines for the ■ Structure can be limiting. ■ Learner has greater
■ Provides clear goal. ownership of work.
upcoming discussion. ■ Worksheets can be boring.
■ Opportunity for problem ■ Open-endedness can create
Setting discussion guide- ■ Feeling of safety. solving. anxiety for some people.
■ Stick to task at hand. ■ Opportunity for a variety of ■ Outcome is not
lines helps to create a solutions. necessarily predetermined.
■ Not much enthusiasm for
climate in which active, the task. ■ Encourages people to solve ■ Very engaging /
problems they might not stimulates curiousity.
collaborative, and ■ Not many questions. think they can.
■ Requires active
focused reflection can ■ Has a clear beginning and ■ Can promote team facilitation.
end. building.
take place in an atmos- ■ Opportunity to ask a lot of
■ Directions are clear. ■ Less sharing between questions.
phere of trust, where groups because of
competitiveness. ■ Learner can explore a
variety of ideas.
people can disagree ■ People feel like failures if
they don’t meet the chal- ■ The choices can be
with each other in rea- lenge. overwhelming.
sonable ways. ■ Teacher presents challenge.
• Post the blank chart w w w. e x p l o r a t o r i u m . e d u / i f i © Exploratorium M9
M9, with examples of typical responses
Tell participants: We’re going to begin with the category “learner

control.” How much control do learners have over
> Call out characteristics for each approach, and I’ll what they do in each approach? Note that
write them on the chart.
learner control isn’t an all-or-nothing matter.
We’re brainstorming here, so just call out short Learners may have control over some aspects of
phrases and hold any comments until after we’ve a lesson and the teacher over others.
completed the lists.
Select a partner to discuss this with. I’ll be passing
Let’s do one approach at a time, starting with out a “Learner Control” handout, on which you
Station A. can record your ideas.
After we have six to eight characteristics for one Distribute handout M10: “Learner Control” and
approach, we’ll move on to the next one. tell people they have 5 minutes for their one-on-
After lists are completed, open things up for dis- one discussions.
cussion. As people discuss the lists, more charac- • While participants are involved in their dis-
teristics will surface and can be added to the cussions, post the M10: “Learner Control” chart.
chart.
• After 5 minutes, ask for everyone’s attention
Ask participants for reactions to, or comments and go over the categories on the “Learner
about, the placement of characteristics or about Control” chart (see below). Ask:
other topics that come up during the discussion.
You might try asking a question like this:
> Who has control of the question or problem
being addressed at Station A? Station B?
> Do you agree with all the characteristics we’ve Station C?
identified? Why or why not?
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CHART & HANDOUT
5. Compare the approaches, focusing on

levels of learner control (20 minutes). This Learner Control
part of the discussion brings the differences
Who has
among the approaches into sharp relief and gen- control… Station A Station B Station C
erates a discussion that includes a wide variety of

over the
question or ■ teacher ■ teacher ■ learner
problem
being
perspectives. Participants begin by sharing their addressed?
ideas with each other in pairs, as a way to “prime”

over the
their thinking for the group discussion. Explain: procedure ■ teacher ■ learner ■ learner
or aspects
of the
procedure?
(E.g., what
> In order to understand the differences among materials to
use, the way
data are
these approaches, we can compare them using recorded.)
different pedagogical categories. For example, we over the

outcome?
■ teacher ■ learner ■ learner
can ask, “How much control do learners have in (Is it an
open-ended
problem with
each approach?” We can also look at how sci- many possi-
ble solutions,
or is there
ence content is handled in each approach, the only one
right
answer?)
ways in which each approach fosters scientific I N S T I T U T E F O R I N Q U I R Y:
M10
w w w. e x p l o r a t o r i u m . e d u / i f i © Exploratorium
attitudes, and the ways each promotes the use of

M10, with examples of typical responses
science process skills.
Who has control over the procedure or aspects of > What does each approach contribute toward
the procedure (for example, what materials to learning science content? What are the advan-
use, the way in which data are recorded)? tages and disadvantages in the way each
Who has control over the outcome? (Is it an approach addresses content?
open-ended problem with many possible solu- Repeat for other categories on the “Categories for
tions, or is there only one right answer?)
Comparing Different Approaches” chart, if time
Record participants’ responses on the “Learner allows.
Control” chart. Do this for about 5 minutes, and
• At the end of the discussion, say:
then move on to a more in-depth discussion of
learner control. Ask: > Although we didn’t get to all the categories
today, you can take this list with you.You can use
> What are the implications for it to compare different approach-
learners having more or less es you might want to use in your
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E HANDOUT
control over various aspects of Categories for Comparing classrooms. It will help you see
Different Approaches
their learning? which approaches support partic-
Level of learner control
■ How much control does the learner have
How does having more or less over what happens? ular goals you have for your stu-
■ Do the learners or the teacher ask the
control over what they do questions? dents.
Science content
affect students’ learning? ■ What does each approach contribute
6. Discuss using the
toward learning content?
Science attitudes
Follow up by focusing on the (e.g., respect for evidence, curiosity, perseverance, approaches (10 minutes).
creativity and inventiveness, cooperation with others)
level of teacher control. Ask: ■ In what way does the approach foster
curiosity and other scientific attitudes?
This step helps teachers articu-
Science process skills late the pedagogical rationale
> As learners become more self- (e.g., observing, interpreting, planning, questioning,
communicating)
for why they would use each
■ What skills are practiced in each approach?
directed, how does the ■ What skills are required in each approach?
approach in their classrooms
teacher’s role change? I N S T I T U T E F O R I N Q U I R Y:
and understand that they can
It’s important for participants to choose different approaches to
M11
realize that less control by the accomplish different goals.
teacher does not mean giving up responsibility
• Post chart M12: “How Would You Use the
for guiding learning. As the teacher turns over
Approaches?” and distribute the same handout.
more control to the learner, the teacher’s role
changes but doesn’t diminish. The teacher con- Begin with a brief pair-share to help bring to the
tinues to play a very active role, determining surface ideas about classroom application. Start
what kinds of experiences to provide, the topic of the conversation by telling participants:
study, the prompts to get learners started, what > Now we’re going to spend some time talking
materials will be used, and so on. Most impor- about putting these approaches to use in your
tantly, the teacher still provides facilitation to classrooms. The subject of how and why you’d use
students during the activity. these approaches has come up previously, but
now we’re going to bring it into sharper focus
• Distribute handout M11: “Categories for by discussing your reasons for using particular
Comparing the Different Approaches” and ask: choices in particular ways.
We’re going to begin, once again, by having you > Would anyone use a different approach to
spend just 2 minutes sharing with a partner your accomplish the same learning goal? Explain what
ideas about how and why you’d use these
you’d do and why.
approaches with students. Jot down your ideas on
the handout. Then we’ll have a group discussion Would anyone use the same approach to accom-
about the same topic. plish a different learning goal? Explain what you’d
You may find that you disagree with each other do and why.
about the way you’d Move on by asking:
use the different
approaches. That’s > Will someone else
not a problem. How Would You Use the share how you’d use
There’s no one cor- a different approach
Approaches?
rect way to use in your classroom?
these approaches. Station A Station B Station C Discuss as above. If
The purpose of the
■ To get to a very ■ To get ■ To introduce
discussion is to there’s time, you can
particular con- students to students to the
examine how to use ask:
clusion or illus- demonstrate process skill of
them from a variety trate a particular the application raising ques-
> What other factors
of viewpoints. fact. of knowledge. tions.
might you consider
Ask participants to ■ To help students ■ To get stu- ■ To help students when deciding how
learn to follow a dents engaged become acquaint-
pair up once again. to use these
procedure. in problem ed with a variety
Give them 2 minutes solving. of materials and approaches?
■ To introduce
to share some ideas phenomena at the
them to the steps Some typical responses
about how and why beginning of a
of a skill such as to that prompt include:
unit.
they would use the controlling vari-
approaches with stu- ables. • Where it fits into the
curriculum
dents.
w w w. e x p l o r a t o r i u m . e d u / i f i © Exploratorium M12 • Previous hands-on
After 2 minutes, get science experiences of
the attention of the M12, with examples of typical responses
teacher and students
group and ask: • Previous familiarity
and comfort level of teacher and students with
> Will someone share how you would use one of the different approaches
these approaches in your classroom?
Complete the discussion by explaining:
Encourage the person who shares to be explicit
about the purpose for using the approach: > We’ve touched upon the idea that the three
approaches you experienced today may be used
> Can you tell us what your learning goals would in classrooms in a variety of different ways, and
be for using the approach in that way? even in different combinations, for a variety of
different purposes.
After the first person has responded, ask the
group: We’ve also seen that certain approaches may be
better suited to particular kinds of learning goals 7. Have participants reassemble as a

than others.
whole group for the final phase of the
So you can choose which approaches to use with workshop.
students based on which ones match best with
what you are trying to accomplish.
Facilitation Hints for Making Meaning Discussions
For Step 4 they’re “comfortable” with them mation, learners begin to build an
or not. To facilitate a more objec- understanding of science content.
■ Allow Different Opinions
tive consideration of each
to Emerge approach, ask them what charac- ■ Summarize Learner Control
Differences of opinion emerge teristics of the approach made After filling out the M10: “Learner
during the discussion, and partici- them feel that way about it. Then Control” chart, you might want to
pants begin to realize, “We don’t ask other participants if they feel summarize the analysis of the dif-
all think alike.” For example, one similarly or differently. ferent approaches.
person may say that the structure • At Station A, learners follow
at Station A is “constraining and
For Step 5
directions on an activity sheet.
limiting,” while another may note What they do and how they do it
■ Be Aware of Typical
that the structure was “very help- is determined ahead of time by
Responses
ful for learning about a specific someone else. There is no learner
Below are some typical responses
topic.” These differences of opin- choice involved.
from participants as they examine
ion may be particularly striking • At Station B, learners engage in
how each approach addresses sci-
when talking about Station C, a science challenge. In this case,
ence content:
because the open-ended nature someone else sets the challenge,
• At Station A, there’s a direct
of the approach evokes strong but the learners are free to use the
path toward a specific science
reactions. It’s useful for the differ- materials however they choose in
concept.
ences to come out because they order to meet the challenge.
• At Station B, a specific science
become the basis for helping • At Station C, however, learners
content goal is embedded within
people build a more well-rounded engage in open-ended explo-
the challenge; additional content
view of science teaching. rations, and they determine for
may be encountered as learners
■ Avoid Favorites attempt to meet the challenge. themselves what they do and how
As noted earlier, people often talk • At Station C, learners don’t they do it.
about their personal preference or focus explicitly on science con-
tent. Many concepts begin to ■ Consider Where Activities
comfort level with one approach
or another. Choosing a “favorite” emerge as learners explore materi- Fall along a Continuum
approach can sometimes prevent als and phenomena, but teachers By examining the level of learner
teachers from recognizing that cannot specify what concepts control, teachers begin to think
the other approaches have bene- learners will encounter. Through about the kinds of activities they
fits for all learners, whether exploration, and by sharing infor- do and where those activities
Facilitation Hints for Making Meaning Discussions (continued)
might fall along a continuum of B) in order to focus the group on have in mind for their students.
learner control—from little or no one critical concept. Another may Some participants, for instance,
learner control to a great deal of propose using a guided activity might talk about how a focused
learner control. This thinking sets (Station A) to lay the groundwork approach to learning a specific
the stage for the third part of the for an open exploration (Station concept is essential for laying a
discussion, in which participants C), and finally assess learning with foundation for further understand-
apply the approaches to practice. a challenge (Station B). You might ing of more complex concepts.
zero in on the rationale for using a They may feel they learned more
For Step 6
particular sequence by asking content in Station A. Others
■ Explore Ways of Applying
about the characteristics that might counter that they learned
and Combining Approaches would make one approach a bet- more in Station C because there is
Participants sometimes ask about ter way to begin or end learning more information to build upon,
using the approaches in a specific than another, or if people think and having exposure to a broad
order. In fact, they can be used in order really matters. range of concepts lays the foun-
a number of different ways, and dation for learning specific con-
■ Encourage Articulation of
strategies for applying and com- cepts more deeply. Getting people
Rationale
bining approaches will vary from to articulate the rationale for their
Participants sometimes come to
teacher to teacher. For instance, thinking can lead to discussions
the workshop with firm convic-
one person might think it best to that stimulate new ideas about
tions about the “right way” to
begin with an open exploration learning science. No matter which
teach science. Whatever sugges-
(as in Station C) so students can approach participants favor,
tions participants make, it’s impor-
become familiar with a variety of examining a wide variety of per-
tant for them to explain how the
phenomena and materials, then spectives can enrich everyone’s
characteristics of an approach
move to a challenge (as in Station thinking.
match the learning goals they
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CONCLUDING THE WORKSHOP
Concluding the Workshop

Materials Reminder
Overview approaches to ■ Post chart M1: “Take-
teaching hands- Home Messages,” and dis-
The purpose of this step is to summarize what on science. It tribute the corresponding
participants did in the workshop and the peda- was not intend- handout
gogical ideas they considered during the Making ed for you to ■ Distribute any additional
Meaning discussions. take back as-is resources you have chosen
to the class- for participants
4 Steps 10 Minutes room. However,
if you want to
1. Assemble the three small discussion do a tops activity
groups so all participants conclude the with your students, you’ll need to find ways to
workshop together. Tell them: relate it to particular parts of your science
curriculum.
> You just went through a workshop in which you
made tops at three different stations. These were
brief samples of different types of approaches
3. Distribute the handout M1: “Take-
Home Messages” and refer to the corre-
meant to stimulate your thinking about teaching
science. sponding chart. Say:
Although we addressed three particular > Let’s take a look at the take-home messages
approaches in this workshop, the kind of analysis introduced at the beginning of the workshop
you did in the Making Meaning discussions can again. All the activities we’ve done and the discus-
apply to the wide variety of methods for teaching sions we’ve had were aimed at giving you a
hands-on science that you can choose from. greater understanding of these pedagogical ideas.
The most important thing to take with you from Read the take-home messages aloud. Then tell
this workshop is not a collection participants:
of classroom activities for making > As you return to your classrooms,

tops, but new pedagogical ideas Take-Home Messages remember that, as a teacher, you
and a way of thinking about the ■ All approaches to hands-on science
have many teaching tools at your
choices you make when you teach distinguishable characteristics.
disposal and it is important to
science. science support different objectives choose the right one for each
for learning.
■ Effective science teaching requires using purpose.
2. Remind participants that a variety of approaches and matching
the appropriate approach with specific
the workshop is for profes-

learning goals.
As the book How People Learn,
from the National Research
sional development only. Say:
Council puts it, “Asking which
> The workshop you’ve just experi- teaching technique is best is anal-
enced was created especially for ogous to asking which tool is
professional development, to help I N S T I T U T E F O R I N Q U I R Y:
best—a hammer, a screwdriver, a
you think about the different knife, or pliers. In teaching, as in

M1
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E CONCLUDING THE WORKSHOP
carpentry, the selection of tools depends on the 5. As appropriate, let participants know
task at hand and the materials one is working about upcoming workshops. If you are plan-
with.”1 ning to do the next workshop in the
4. Pass out copies of any additional FUNDAMENTALS OF INQUIRY curriculum, say:
resources you’ve prepared. Encourage partic- > In the next workshop, Process Skills, you’ll have
ipants to continue the conversation with each the opportunity to identify the tools needed to
other about hands-on science teaching. carry out inquiry.
1. National Research Council. How People Learn: Brain, Mind, Experience, and School. (Washington, DC: National Academy
Press, 2000), p. 22.
REVIEWING
THE WORKSHOP
• Facilitation Review
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E REVIEWING THE WORKSHOP
Facilitation Review
Overview • Did participants develop their own under-

standing of the take-home messages? If so, how
It’s a good idea to set aside some time after the
did they demonstrate their understanding? If
workshop to get together with your co-facilitators
not, what could you do differently to help them
and reflect on what worked and what didn't
arrive at an understanding?
work. You can think and talk about your own
facilitation and the workshop design, and con- • Were participants enthusiastic about applying
sider what adjustments you can make for subse- some of their new ideas in their own classrooms?
quent workshops. Is there anything you could do to help engender
more enthusiasm for trying out some of those
You’ll also want to consider how the group’s
new ideas?
understanding of different approaches to hand-
on science developed during the workshop, and 3. Review the logistics of the workshop.
where you would like this group to go next in • Did you remain on schedule?
exploring the teaching of science.
• Did you ever feel rushed to complete a step or
did you finish early?
4 Steps Time as needed
• What adjustments could you make that would
1. Acknowledge what you did well, and
be helpful?
reflect on the goals. Start by taking a few min-
utes to talk about what went well during the • How did the distribution and cleanup of ma-
workshop. Share any insights you gained about terials go?
good facilitation strategies. Identify some things • Is there anything you could do next time to
you did that helped groups get over difficult make the workshop run more smoothly?
spots. Also, ask yourselves what you might do dif-
ferently next time to improve the workshop.
4. Consider how you worked together
with your co-facilitators.
2. Go through the workshop from begin-
• Were you able to transition smoothly from
ning to end. Discuss not only how you facilitated
one part of the workshop to the next?
different parts of the workshop, but also what par-
ticipants did, and what they learned in each part of • Did you communicate effectively with each
the workshop: other during the workshop?
• Were all participants fully engaged in all parts of • What could you do to improve transitions and
communication?
the workshop? Were there some steps that seemed
particularly difficult for any of them? What could
you do to encourage more active participation or
help participants through difficult spots?
MORE FROM THE

INSTITUTE FOR INQUIRY
• About the Exploratorium Institute for Inquiry

• How Comparing Approaches Relates to the NSES
and to Inquiry
• More Workshops on the Web
C O M PA R I N G A P P R O A C H E S T O H A N D S - O N S C I E N C E MORE FROM THE IFI
About the Exploratorium

Institute for Inquiry
The Exploratorium is San Francisco’s innovative both the importance of engaging learners in first-
museum of science, art, and human perception. hand experience with materials and phenomena
Here, hundreds of interactive exhibits engage vis- and the necessity for learners to play an active role
itors in seeking answers to the questions that in building new knowledge. Our work is shaped
emerge as they play and experiment with all and refined by our own knowledge and experi-
kinds of intriguing phenomena. ence, and by the invaluable input of teachers and
professional developers working in the field.
The process of discovery and exploration is at the
foundation of the Institute for Inquiry (IFI), a
group of Exploratorium scientists and educators For more information contact
dedicated to developing and promoting inquiry- Exploratorium Institute for Inquiry
based science learning. 3601 Lyon Street
San Francisco, CA 94123-1099
For more than thirty years, we have been educat- Phone: (415) 561-0330
Fax: (415) 561-0307
ing teachers, administrators, and professional E-mail: ifi@exploratorium.edu
developers about the theory and practice of Web site: www.exploratorium.edu/ifi
inquiry-based learning. Our workshops emphasize
Since 1969, the Exploratorium has been bringing hands-on learning to visitors from around the world. Filled with
hundreds of interactive exhibits, the museum offers programs for the public as well as for science and education
professionals.
More Workshops on the Web

In addition to the five-part FUNDAMENTALS OF INQUIRY curriculum, Institute for Inquiry staff have also
developed this five-part curriculum. Created with noted British researcher and educator Wynne Harlen,
ASSESSING FOR LEARNING covers topics in both formative and summative assessment for teachers and
professional developers. It’s available online at www.exploratorium.edu/ifi.
ASSESSING FOR LEARNING
Workshop I: Introduction to Formative Assessment

Participants discover the purpose of formative assessment and find out
how it differs from summative assessment. (about 2 hours)
Workshop II: Assessing Process Skills

Participants learn how to observe and interpret students’ use of the process
skills of science. (about 3 hours)
Workshop III: Effective Questioning

Participants identify questions that are useful for eliciting students’ ideas and
for encouraging the use of science process skills. (about 2 hours)
Workshop IV: Assessing Science Ideas

Participants create indicators of development for specific scientific ideas and
consider the nature of feedback that helps student learning.
(about 2 hours)
Workshop V: Student Self-Assessment

Participants investigate the value of students’ assessing their own and
their peers’ work and explore ways to communicate goals and criteria
to students. (about 2 hours)
How Comparing Approaches Relates

to the NSES and to Inquiry
At the Institute for Inquiry, our work in science reflect science as it is practiced.”1 It cited as one
education is anchored in the belief that human primary goal preparing “students who under-
beings are natural inquirers and that inquiry is at stand . . . the modes of reasoning of scientific
the heart of all learning. From an early age, as we inquiry and can use them.”2
discover objects and situations that are puzzling
But we also recognize that effective science edu-
or intriguing—things that provoke our curiosity
cation relies on many different ways of teaching
—we begin asking questions and looking for ways
science. As the National Science Education
to find answers.
Standards states:
The Institute for Inquiry views inquiry as a way of
Although the Standards emphasize inquiry, this
learning that involves exploring the natural or should not be interpreted as recommending a single
material world, and that leads to asking ques- approach to science teaching. Teachers should use
different strategies to develop the knowledge,
tions, making observations, developing explana-
understandings, and abilities described in the con-
tions, rigorously testing those explanations, and tent standards. . . . Attaining the understandings
discussing and debating results with others. and abilities described . . . cannot be achieved by
3
any single teaching strategy or learning experience.
Because inquiry can be such a powerful tool for
Comparing Approaches to Hands-On Science
learning science and for keeping wonder and
addresses this issue. It was designed in recogni-
curiosity alive in the classroom, our primary focus
tion that effective science education relies on
is creating opportunities for teachers to experience
many different ways of teaching science. In order
the power of learning science through inquiry.
to offer their students the best opportunities for
Comparing Approaches and the National learning science concepts and processes and
Science Education Standards (NSES) developing scientific attitudes, teachers must be
In preparation for publishing the National Science conversant with a broad range of approaches that
Education Standards, the National Research they can draw upon in the classroom. These
Council offered “National Science Education approaches encompass a variety of features that
Standards: A Sampler.” This 1992 document rec- vary in the amount of structure teachers build
ognized that current science education reform into activities, the extent to which learners initi-
efforts valued inquiry as central to learning sci- ate and design investigations, and the amount of
ence, stating that “school science education must guidance and coaching teachers provide. This
1. National Committee on Science Education Standards and Assessment. “National Science Education Standards: A
Sampler.” (Working paper, National Research Council, 1992), p. 11.
2. Ibid., p. 7.
3. National Research Council. National Science Education Standards. (Washington, DC: National Academy Press, 1996), p. 23.
approach addresses the point made in Inquiry and about what questions to raise, which to follow in
the National Science Education Standards, which depth, what materials and science tools to use for
states that “experiences that vary in ‘openness’ various tasks, and how to organize data.
4
are needed to develop the inquiry abilities.”
Developing students’ abilities to become profi-
Comparing Approaches to Hands-On Science gives cient inquirers happens gradually. At any point,
teachers the opportunity to experience, analyze, teachers must decide on the optimal balance
and compare different hands-on approaches to between the amount of learner self-direction ver-
teaching science. The workshop helps teachers sus the amount of direction from the teacher or
become more thoughtful about the pedagogy and instructional material.
instructional value of different approaches. It
While each of the three approaches presented in
enables them to make informed choices as they
this workshop offers an effective way of teaching
match different approaches to particular learning
science, each also provides different degrees of
goals they have for their students. This workshop
learner self-direction and teacher direction. In
also encourages teacher to consider using a broad
this way, they represent how a variety of
range of approaches to teaching science, and this
approaches can, when used thoughtfully, provide
supports their students in attaining the under-
the necessary scaffolding to help students
standings and abilities described in Chapter 6
become more independent learners.
(“Science Content Standards”) of the National
Science Education Standards. The kind of pedagogical thinking and analysis
that teachers do in Comparing Approaches is cru-
Comparing Approaches and Inquiry
cial in order for them to become more reflective
Learning
and discriminating about the choices they make
An important attribute of inquiry-based teaching
and to recognize the benefits of inquiry-based sci-
is that it cultivates students’ abilities to take more
ence education, as well as the usefulness of other
responsibility for their own learning. The learner
approaches.
must become more adept at making decisions
4. National Research Council. Inquiry and the National Science Education Standards. (Washington, DC: National Academy
Press, 2000), p. 30.
REPRODUCIBLE MASTERS
Page
• Take-Home Messages chart & handout M1
• Spinning Top: Station A chart M2
• Station A Activity Sheet handout M3
• Station B Instructions chart M4
• Spinning Top: Stations B & C chart M5
• Station C Instructions chart M6
• Final Discussion Points chart M7
• Discussion Guidelines chart M8
• Identifying Characteristics of the

Different Approaches chart & handout M9
• Learner Control chart & handout M10
• Categories for Comparing Different Approaches handout M11
• How Would You Use the Approaches? chart & handout M12
w w w. e x p l o r a t o r i u m . e d u / i f i © Exploratorium 49
Take-Home Messages
■ All approaches to hands-on science
distinguishable characteristics.
science support different objectives
for learning.
■ Effective science teaching requires using
the appropriate approach with specific
learning goals.
Spinning Top: Station A
Spindle
Body of
Rubber the top
band on
top
Rubber band
on bottom
Station A Activity Sheet

1. Using a compass and posterboard, draw a 4-inch circle. Cut it out.
2. Insert a small scoring pencil through the center of the circle so that the
pointed end extends about 3⁄4 inch through the circle.
3. Push a twisted rubber band up tight against each side of the circle to
stabilize the pencil so it is perpendicular to the circle.
4. Practice spinning the top a few times to make sure the pencil stays firmly
attached and perpendicular to the circle.
5. Using masking tape, attach four evenly spaced pennies on the top surface
of the top with each penny touching the pencil.
6. Take a few practice spins, and then time three spins. Record the times.
(Note: A spin is considered ended when the top stops moving.) 1¢ 1¢
1¢ 1¢
pennies in: Spin 1 Spin 2 Spin 3
7. Now, move the four pennies to the outside edge of the top surface and
attach them evenly. Retest your top.
pennies out: Spin 1 Spin 2 Spin 3
A. What were your best times: 1¢ 1¢
pennies in pennies out
B. What did you notice?

1¢ 1¢
________________________________________________________________
________________________________________________________________
C. Based on your results, if you move the weight farther out from the
axis of a top, do you expect it to spin: 1¢
1¢ 1¢
shorter longer the same
1¢ 1¢
8. (If you finish early) Now add four more evenly spaced pennies.
Retest your top. 1¢ 1¢
1¢
8 pennies out: Spin 1 Spin 2 Spin 3
How does this affect your times?_____________________________________
Station B Instructions
Challenge
Make a top with the spindle extending
11⁄ 2 inches (4 cm) below the body of the
top that can spin for 10 seconds. Work with
a partner. Keep track of what factors help
your top spin longer.
Super challenge
that can spin for 10 seconds.
Beyond the super challenge

that can spin as long as possible.
Spinning Top: Stations B & C
Spindle
Spindle
Body of
the top
Paper clip and masking tape Paper clip and masking tape
Body of top
For stability: Halfway unfold two paper clips.

the paper clip firmly to the body of the top
and the spindle.
Station C Instructions
Using the materials on the table, find out
whatever you can about the structure and
behavior of spinning tops. Work with a
partner and select whatever materials you
like.
Final Discussion Points
■ Identifying the characteristics of the

different approaches
■ Comparing the approaches
■ Using the approaches
Discussion Guidelines
Identifying Characteristics of the Different Approaches
Station A Station B Station C
Learner Control
Who has
control… Station A Station B Station C
over the
question or
problem
being
addressed?
over the
procedure
or aspects
of the
procedure?
(E.g., what
materials to
use, the way
data are
recorded.)
over the
outcome?
(Is it an
open-ended
problem with
many possi-
ble solutions,
or is there
only one
right
answer?)
Categories for Comparing

Different Approaches
Level of learner control
■ How much control does the learner have
over what happens?
■ Do the learners or the teacher ask the
questions?
Science content
■ What does each approach contribute
toward learning content?
Science attitudes
(e.g., respect for evidence, curiosity, perseverance,
creativity and inventiveness, cooperation with others)
■ In what way does the approach foster
curiosity and other scientific attitudes?
Science process skills
(e.g., observing, interpreting, planning, questioning,
communicating)
■ What skills are practiced in each approach?
■ What skills are required in each approach?
How Would You Use the

Approaches?
Station A Station B Station C

Comparing Approaches

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Workshop I Workshop II Workshop III Workshop IV Workshop V

Fundamentals of Inquiry Facilitator’s Guide

WORKSHOP I: COMPARING APPROACHES

INSTITUTE FOR INQUIRY

Exploratorium, San Francisco, CA 94123

Exploratorium® is a registered trademark and service mark of the Exploratorium.

This material is based upon work supported by the National Science

You can download your own copy of this guide at

In order to access these materials, you will need

You can download any of the

by seeing teachers become enthused about science,

Project Directors Workshop Reviewers

ABOUT THIS WORKSHOP

• The Workshop in Context

A Quick Summary of approaches that can vary considerably from

their own learning; for exam-

The Workshop in Context

The FUNDAMENTALS OF INQUIRY curriculum is organized into three areas:

Workshop I: Comparing Approaches to Hands-On Science

Participants discover that different approaches to hands-on teaching support

Workshop II: Process Skills

Workshop III: Raising Questions

Workshop IV: Stream Table Inquiry

Connections to the Classroom

• Essential Planning Steps

• Sample Room Setup

• Charts and Handouts

• Background Science for Workshop Activities

This diagram shows how participants move through

a facilitator who stays in place throughout the work-

Making Meaning discussion groups that they will join

Essential Planning Steps

• Prepare a simplified version of the schedule for 10:00–10:15 Break

On the Day of the Workshop

❑ National Research Council. National Science

❑ “A Vision of Effective Science Education.” After the Workshop

Sample Room Setup

Item Station A Station B Station C Total

❑ ⁄4” masking tape

❑ pencils, small scoring (as used in golf) 30 20 50

Charts and Handouts

❑ “Spinning Top: Station A”

❑ “Spinning Top: Stations B & C”

❑ “Final Discussion Points”

❑ “Identifying Characteristics of the Different

❑ “How Would You Use the Approaches?” M12 3

❑ “Station A Activity Sheet” M3 36

❑ “Identifying Characteristics of the Different Approaches” M9 36

❑ “Learner Control” M10 36

❑ “Categories for Comparing Different Approaches” M11 36

❑ “How Would You Use the Approaches?” M12 36

Background Science for

Key Concepts at Station B concept. However, many concepts begin to

Key Concepts at Station C • the more symmetrical it is

• Introducing the Workshop

• Experiencing Three Approaches to Hands-On Science

• Concluding the Workshop

Introducing the Workshop

approach, ■ Begin by gathering

5 Steps 10 Minutes • At Station B, you’ll have a challenge to meet

happens in each approach? about three-and-a-half

4. Tell participants why you chose to