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.ScientificInquiry.com.

November 18, 2009, 12:00 AM Honolulu Timezone

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."

July 1, 2009, 12:01 AM Honolulu Timezone

RIP-Empowered Classrooms Pursue Effective K-12 Education Strategies

Schools not only gain student and teacher critical thinkers when the Research Investigation Process (RIP®) is introduced, but they also gain an inquiry methodology for investigating the impact of the instructional tools they use to promote learning. Based on findings from their own research investigations, teachers are making decisions about what to use and not use in the K-12 classroom.

Honolulu, HI (PRWEB) July 1, 2009 -- K-12 students are not the only ones who benefit from using the Research Investigation Process (RIP®) scientific inquiry / critical thinking model in the classroom. Their teachers also learn by using this approach to gather data and make evidence-based decisions about tools for curriculum, instruction, and assessment that they adopt to enhance student learning and performance.

ANOVA Science Education Corporation (ANOVA Science; http://www.ScientificInquiry.com; http://www.anovascience.com) is exploring the various ways that teachers are using the Research Investigation Process (RIP®) scientific inquiry / critical thinking model in schools. "We were surprised to learn that many K-12 teachers are using RIP inquiry to become informed practitioners of instruction through investigations that they and/or their students are conducting," said RIP developer and neuroscientist Dr. Robert Landsman, also the president of ANOVA Science.

And all of their classrooms have one thing in common. Teachers and even their students want to determine whether an instructional strategy or program really works to support quality learning. (See accompanying photos at http://www.prweb.com/releases/2009/07/prweb 2591924.htm).

For example, the entire sixth grade class at Mesa View Middle School in Farmington, New Mexico used the RIP to see if one instructional strategy that relies on the premise that physical activity (body orientation, movement, and exercise) can enhance learning was effective. Student performance on a reading comprehension assessment task was measured under three conditions: students who had previously engaged in physical activity, a mental task, or a period of relaxation. Statistical analysis of the data indicated that there was no difference in performance among the three groups of students.

These students learned the RIP and applied this critical thinking tool to actually find out the answer to their research question. According to teacher Donna Chrisman, "Our students wanted to know if programs that emphasize engaging in physical activity to increase cognitive performance really work. Using RIP scientific inquiry as an assessment tool for evaluating the techniques that I use in my teaching has provided me a way to make informed decisions to determine what are effective teaching strategies. While examining the background information available on the impact of physical activity-based instructional strategies, I learned that there is not much scientific support for the efficacy of such strategies in the classroom."

Third grade teacher Maki Kobori from Hokulani Elementary School, Honolulu, Hawaii, involved her students to help her determine whether the "Mozart Effect" (playing a certain musical piece by Mozart, Sonata in D Major, to increase learning) would enhance performance on a multiplication test. Her investigation found that neither the Sonata nor another Mozart piece resulted in better test scores than when students heard no music at all. "The RIP gives me a tool to test ideas regarding the pedagogy that I would like to introduce into my classroom. By looking at the data from the research investigation that I conducted with my students, I was able to make a data-based decision on whether to use music to enhance their performance on test taking," stated Ms. Kobori. "In the future, I hope to guide my students in their own inquiry to discover how they best learn. In other words, they will assist me in shaping instructional strategies that most benefit them."

Crystal Doi, another Honolulu third Grade teacher, coached her Queen Liliuokalani Elementary School students as they engaged in a research investigation designed to test whether studying words for a spelling test before sleeping at night would lead to higher spelling test scores than studying the words after waking up in the morning. "The impact of sleep on learning and cognitive performance has been a controversial area of research," noted Dr. Landsman. Based on their data analysis, Ms. Doi's students found no difference in pre-test and post-test spelling scores for the students that study in the mornings. However, there was a statistical increase in spelling performance for those students who studied before sleeping. According to Dr. Landsman, "This student and teacher investigation yielded results consistent with a number of recent scientific studies that suggest evidence for some form of memory processing during sleep."

"In addition to enabling me to assess teaching strategies, by doing this RIP with my students, we also learned that when there is interest, involvement, and the results are relevant to the students' lives. There is more depth in their understanding and more application of learning," said Ms. Doi.

Teacher Jami Muranaka of Kaimuki High School in Hawaii studied the impact of reading strategies promoted in one of the popular instructional programs that target college-bound students. Her ninth and tenth graders used paraphrasing, repetition, illustration, and a combination of these three strategies to see which would work the best for learning the material. According to Ms. Muranaka, "The big thing now is to use data to inform instruction. We are told to use certain strategies without knowing if they really work. If you are using strategies that aren't effective, there is no reason to use them. We need to see how effective they really are. This was a good way to quantitatively measure effectiveness of certain teaching strategies and to make informed decisions, she added. I wish more teachers would do this type of assessment of their own strategies."

"In this age where accountability and transparency are stressed, it is a very exciting prospect that teachers are using the process of scientific inquiry to generate their own data from which they can make their own informed decisions about teaching and learning," concluded Dr. Landsman. "More important than the findings of these investigations is the fact that teachers are using the RIP to assess their own decisions. They are becoming critical consumers of the information used as evidence to support practices in education."

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.