Students Apply RIP Critical Thinking and Science Practices to Oil Spill Solutions

Learning content that is real-world relevant and uses the four STEM areas (science, technology, engineering, and mathematics) can be a motivating force for elementary and secondary students. This is what students RIP~ing away at oil spill clean-up solutions have been doing using ANOVA Science’s Research Investigation Process or “ RIP ®” critical thinking model.

Honolulu, HI (PRWEB) August 31, 2010 -- ANOVA Science Education Corporation's (ANOVA Science; http://www.anovascience.com)

Research Investigation Process ( RIP ® ) is captivating student interest in tackling engineering and science-related global problems by providing opportunities for exploration of real global issues in school, such as oil spills. This real-to-life experience is assisting these students and their teachers in achieving at young ages two of the goals of science education espoused by the National Science Education Standards: “Experience the richness and excitement of knowing about and understanding the natural world” and “Engage intelligently in public discourse and debate about matters of scientific and technological concern.” 

Examples of this use of scientific inquiry-based instruction are teacher Melissa Miller’s 7th grade classes at Kirtland Middle School of the Central Consolidated School District in New Mexico and teacher Lori LoRusso’s Kahala Elementary School kindergarten classes in Honolulu, Hawaii. These students learn concepts connected to STEM (science, technology, engineering, and mathematics) fields as they examine the consequences of classroom oil spill models that they have created and explore, test, and evaluate possible solutions for cleaning them up.  The entire detailed description of these classroom inquiries can be viewed at: kindergarten oil spill and 7th grade oil spill. 

The Kirtland students began their inquiry just days prior to the BP explosion that led to the latest US oil disaster using historical documentation of previous oil spills for environmental impact information. Their objective was to use the process of scientific inquiry to compare the effectiveness of two methods, skimming and absorption, for cleaning up spilled oil floating on the top of the water and among the rocks and sand in their shoreline models.

The RIP design also aligns well with the National Science Education Standards’ emphasis on using resources beyond the text book to capture content knowledge that is time-relevant to the students’ investigation. This inquiry-based instructional strategy stimulated student interest from the start. Melissa Miller’s 7th grader RIP inquiry began with a video of a past oil spill. However, the timeliness of the media flux about the BP/Deepwater Horizon explosion and resulting oil spill further heightened the interest of her students. “Student interest skyrocketed with the breaking of the BP news and even my most challenged learners were captivated with their task,” described Ms. Miller.

The story of the Exxon Valdez oil spill in pictures and stories served as the background that launched Ms. LoRusso's kindergarten research investigation. Her students used various tools that they chose to test the hypothesis that one of them would work the best to clean up an oil spill. According to Ms. LoRusso, “As educators, we try to make learning relevant for the students.  Students are motivated to learn when they see a correlation between what is taught in the classroom and the other aspects of their lives.  This lesson was meaningful. It seemed to be torn from the headlines.  My students were so excited to be ‘scientists’ and to be a part of trying to find the best solution to clean up an oil spill, I don't think they realized they were learning science, math, and all those other ‘boring’ subjects. Ms. LoRusso’s students went on by applying what they had learned by designing and building models of oil clean-up solutions based on what they learned in their scientific investigation.  

And this application of critical thinking to real-life issues while learning academic content might serve the students well in the future. “Since my students were informed about oil spills and conducted an oil spill investigation in kindergarten, they are probably reacting to the BP oil spill in the Gulf of Mexico with a deeper understanding of the situation, including the ramifications it has on the environment and the challenges faced when trying to clean up such a spill,” explained Ms. LoRusso.

 “The RIP model of learning supports the 21st century practice of bringing real life situations and events into the classroom to serve as the framework for the curriculum, comments Dr. Robert Landsman, President of ANOVA Science. “Content that is real world with real consequences stimulates student interest and initiates ownership of the learning.”

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or

http://www.ScientificInquiry.com.

ANOVA Science Unveils Scientific Inquiry-Based Approach to Distance Learning for Grades K-12

"RIP~ing Across the Miles ™" teams together classes from different schools that are using the Research Investigation Process ( RIP ® ) model for science education to conduct collaborative inquiries. Students from Hawaii and New Mexico use the critical thinking and communication processes involved in scientific inquiry as they cross the Pacific Ocean via the Internet to engage in distance learning through joint investigations in their virtual laboratory.

Honolulu, HI (PRWEB) June 22, 2010 -- ANOVA Science Education Corporation (ANOVA Science; http://www.anovascience.com) officially announced today the initial success of its unique "RIP~ing Across the Miles™" approach to distance learning. Scientific inquiry and critical thinking are the core components for the success of this type of learning, involving students who are geographically separated. ANOVA Science teams together classes from different schools that are using the "Research Investigation Process" (RIP ®) model for science education to conduct joint inquiries through which they learn science together.

"Scientific inquiry-based curriculum and instruction are merged with distance learning in a design that stimulates interest and motivates students to want to learn," states Dr. Robert Landsman, president of ANOVA Science and developer of the RIP. "Technology and inquiry are known motivators that 'hook' K-12 learners who require unique learning experiences. The synergism of these motivators on student learning has yet to be fully recognized and utilized in the classroom." ANOVA Science began piloting its distance program in classrooms in Hawaii and New Mexico earlier this year and is now in the process of applying for a patent to cover this unique integration of the RIP into distance learning.

According to Landsman, "One of the major challenges in using a scientific inquiry approach in the classroom is the lack of access to resources pertinent to the wide range of science content that can be explored to meet the national and state science standards. A sound distance learning design coupled with a scientific inquiry-based curriculum can address this need by providing opportunities for students to engage in rich learning experiences that would not otherwise be available to them."

Examples of such resources may range from differences in classroom facilities available to teacher and students, different cultural and geographic environments, and availability of background information and research subjects.

Crystal Doi's class of third grade students at Queen Lili'uokalani Elementary School in Honolulu, Hawaii is working with Jennifer Evan's third grade class at Nataani Nez Elementary School in Shiprock, New Mexico to learn about characteristics of light, geographic relationships, and the movement of the Earth around the sun through a research investigation on shadows.

"We are already well into the 21st century and the design for distance learning we are bringing to the table goes well beyond the traditional share-and-tell sessions in which lectures, PowerPoint presentations, videos, and students viewing each other are the main modes for sharing information across the Internet," continues Dr. Landsman. According to Hawaii high school teacher Carrie Bashaw, this approach introduces a shared process for thinking, communication, and decision making among the participants that drives how the student scientists interact in their virtual laboratory. Bashaw claims that this allows the experience to be richer in the sharing of conceptual ideas and learning of standards-based content. Teacher Jennifer Evans added, "I think that when they have someone else to compare data with, they have to use higher level thinking--they think more about what they are doing and they have to back up their decisions with well thought-out reasons. When the students do an inquiry together, they have a real reason to compare and contrast observations, suggested methods, and

results." Crystal Doi stated, "This distance learning project is designed to help us practice for the 21st century and the technology that is available to us. It increases confidence level and motivation. Students create their own ideas and design and conduct an investigation based on those ideas. They apply critical thinking skills to think outside the box to become problem solvers. They apply the content gathered from textbooks and other sources to their investigations."

Students in Denise Evan's 7th grade class at Mesa View Middle School in Farmington, New Mexico are co-investigators with Carrie Bashaw's Kaimuki High School students in Honolulu, Hawaii. Their investigation is designed to compare human contribution of rubbish found in waterways in both states that eventually travels to and impacts the oceans.

"I feel the RIP~ing Across the Miles design has helped prepare my students for the future because they now know the world is accessible to them. It will allow them to step out of their Farmington sandbox," stated teacher Denise Evans. Her student, Kelsi Johnson feels that this distance learning experience has stimulated her interest to pursue marine science as a career. "It gave me an idea about what it is going to be like to study the ocean, the wildlife in it, and our impact on it."

Click here to see Kelsi on video and press release photos

Click here to see RIP~ing Across the Miles on the news

During one of the virtual laboratory sessions, students were asked to reflect on their venture into inquiry shared across thousands of miles. Their responses were overwhelmingly positive. Students stated, "It's more interesting because we both are working on the same thing and yet we both get different answers, and it's fun to see how much stuff they learn too;" "It's helping me understand better by making me want to do the experiment and see how different our answers are to their answers;" "It's more interesting because it is cool to see what problems people in other states are dealing with;" and "They have different things there so what we study is completely different and interesting."

The combination of a variety of video conferencing hardware and software technologies and solutions used in the investigations across the schools exposed technological shortcomings. "This illustrates the need for education use to drive technology development and not just vice versa," comments ITT engineer and ANOVA Science Board Member Gordon Schaubhut.

"This is a time when approaches to education are encouraged to heavily emphasize STEM fields. The development of STEM curriculum and achievement of the science standards are areas of K through 12 education that are sorely lacking," said New Jersey Bergen Academies' teacher of technology, Evelyn Rios. "Learning through curriculum based on the merging of scientific inquiry with the technologies involved in both the discipline being studied and communication over the Internet really fits this bill."

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or http://www.ScientificInquiry.com.

RIP Savvy Students Use Scientific Inquiry to Solve Problems in the School Yard

Student scientists model how to bridge rigor and relevance in the classroom to real life challenges. From mosquito bite prevention to promotion of a greener America through energy conservation, Hawaii's students apply their RIP ® scientific inquiry-based critical thinking skills to mastermind solutions to perplexing problems encountered at school.

Honolulu, HI (PRWEB) November 18, 2009 -- ANOVA Science Education Corporation (ANOVA Science; http://www.anovascience.com): The opportunity to develop and exercise critical thinking skills while they learn standards-based content are not the only benefits young elementary and secondary level scholars acquire through Research Investigation Process (RIP ®) scientific inquiry. Supported by the results from their class investigations using the RIP, students are able to solve problems they encounter during the hustle and bustle world of school.

On many occasions, students in Sarah Goya's first grade class at Kuhio Elementary School voiced their concern about the behavior of the large number of children who crowd into a small area at a school community water fountain. On one occasion, they noticed several students climbing under a safety rail in order to quicken their escape from the "drinking fountain mob." This behavior disturbed the young scientists and motivated them to find a solution to the situation. Ms. Goya's students hypothesized that direction signs and public awareness could provide a solution to the problem. The students designed a RIP ® scientific investigation using signs with arrows directing water fountain users to enter and exit in an orderly fashion, and enlisted the help of the P.E. teacher to review proper fountain procedures during his classes. The students conducted their investigation and found that the interventions significantly reduced the number of students climbing under the rail, thus reducing the risk of potential injury at the water fountain. "I found that the relevance of the issue focused my students to apply in-depth analysis to a real-life problem," said Ms. Goya. Motivated by their success, her students are now applying scientific inquiry to rid their classroom of the ongoing problem of biting mosquitoes.

Cindy Colomb, Educational Specialist for ANOVA Science commented, "Scientific inquiry may seem too difficult for minds as young as age 6. However, with well-placed guidance, the young scientists are given the opportunity to make connections from classrooms to those that impact their lives. Over time, they develop into exceptional critical thinkers - utilizing the much needed high level of thinking emphasized as an essential tool for today's classroom."

Carrie Bashaw's Environmental Science class at Kaimuki High School opposed the idea of valuable school programs being cut because of budget deficits. Challenged by Ms. Bashaw to scrutinize the expenditures of their school building, students observed excessive amounts of electrical energy being used during the school day and decided to try to conserve electric usage at the school. They produced a teacher survey about the quantity of light used within classrooms and number of computers left on when not in use. The survey also asked the teachers to rate their personal energy conservation habits. After analyzing the data collected, the students concluded that a reduction in light usage would curtail school expenditures which could prevent program cuts. These findings were followed by placing stickers that read, "Why use 2 when 1 will do?" on one set of classroom light switches in every classroom. As a result, the students measured a 15% average reduction in school electric usage over a six month period. According to Ms. Bashaw, the effect of this RIP inquiry continues to impact the school's energy conservation awareness and electric bill. She maintains, "The most powerful impact for my students was the revelation that they, as individuals, could make such a difference in their own school community."

"Science practiced RIP style can be used to problem solve as well as to generate knowledge about the natural world," said RIP originator and ANOVA Science President Dr. Landsman. "The ultimate goal is for the application of the RIP to come to fruition in dealing with real-life situations. It's all about critical thinking - the enduring skill that's essential for students' to compete and succeed in the world today and beyond."
                                                                            
Third Grade students can have an influential voice when they use data-based evidence to support their argument. One such instance occurred at Hokulani Elementary School when students were faced with a scheduling change that required them to eat lunch after recess with the rationale that this would curb food waste. However, the students were unhappy with this change as it shortened their playground time. Thus, Chad Dela-Cruz, a veteran RIP teacher, challenged his students to propose an inquiry to support their hypothesis that students would in fact eat better before recess than after. The students designed their study to calculate the discarded food and liquid waste after each lunch session for two months, comparing students who had recess before and after lunch. Analysis of the data they collected led them to conclude that the mass of uneaten food did not differ for the two groups over the study period. However, they did discover that there was an increase of liquids consumed by students who had recess before lunch.

When presented the results of the inquiry by the students, Principal Al Carganilla reflected, "I was taken aback at the idea that 7 and 8 year-olds were able to be diligent in gathering data, and so capable to be articulate when presenting me their results." Dela-Cruz stated, "A good argument is always backed up with data. My students were very motivated because they had ownership in the argument for change through their data."

The three situations presented reflect how students initiated and executed inquiries using the RIP, a classroom curriculum model, to solve real-life problems. According to ANOVA Science Board Member Gordon Schaubhut, "When students are given the chance to investigate for themselves and formulate their own conclusions, they can even take ownership and responsibility for the orderliness and efficiency of their school environment."

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or http://www.ScientificInquiry.com.