April 21, 2009, 12:18 AM Honolulu Timezone

Data Validate RIP~ing Gains

in Learning & Critical Thinking in Hawaii Schools Resulting from ANOVA Science Education Corp. Scientific Inquiry Program

Data-based and transparent--the RIP program is rapidly piling up evidence for its effectiveness in K-12 schools' achievement of education benchmarks wherever it is implemented. Introduction of control groups during the second year of implementation of the Research Investigation Process ( RIP ®) program in the Kaimuki Complex of schools in Honolulu, Hawaii, yields direct, statistically significant data. Students show increases in critical thinking ability, and knowledge and understanding of science and other content areas. Teachers show gains in their understanding of and confidence in using scientific inquiry as instructional and assessment tools.

Honolulu, HI (PRWEB) April 21, 2009 -- An evaluation of the second year of the Research Investigation Process (RIP ®), a research-based science education program for kindergarten through high school, distributed and supported by ANOVA Science Education Corporation (ANOVA Science; http://www.ScientificInquiry.com; http://www.anovascience.com) supports and validates the findings of benchmark improvements in standards-based student critical thinking and learning year over year.

The evaluator for this federally-funded math-science partnership project, Dr. Bob Pergolizzi, pointed out the uniformly positive impact of the RIP program on critical thinking and data analysis skills in this "traditionally difficult to reach population." He noted gains from start of year to end of year, and in participating classes over non-participating classes.

In addition to assessments administered throughout the school year, non-RIP control groups were available for the first time this year. A direct assessment of the program's success found impressive gains in teachers and students at all levels and in all skills. The results were the same whether the RIP was applied to learning science or any other subject. "The Year 2 data analysis supports Year 1 analysis for all measured benchmarks, and more and better Year 2 data support Year 1 tentative conclusions," stated Dr. Pergolizzi.

This statistically significant display of benchmark improvements is particularly impressive in a population that contains a high number of ELL and academically-challenged students. Special Education students also gained in their knowledge and skill in scientific inquiry. According to Dr. Landsman, President of ANOVA Science and developer of the RIP, "What is especially exciting about the second year results is that again the value of this program stands firm for not just the gifted and talented and general education student, but also for the struggling learner."

Ruth Silberstein, Principal of Palolo Elementary School, commented, "Palolo Elementary School's teachers and students who have been exposed to the RIP teaching and learning process are demonstrating improved critical thinking skills and increased motivation. Moreover, student test scores increased over those with non-exposure to the RIP process…Both teachers and students manifest more critical and analytical thought processes."

In his second year evaluation report, Dr. Pergolizzi stated that analyses of both objective and subjective data validate "additional gains in knowledge, understanding and skills, and maintenance of, or further gains in, already high levels of confidence exhibited by teachers" in their second year in the program. These improvements "clearly support the argument that they benefited from their continued participation in the RIP~ing @ Science in Kaimuki Complex program. The RIP clearly increases the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers."

In commenting on the program, teachers pointed to a more meaningful and robust teaching and learning experience. Grant Coordinator and Resource Teacher Pam Kohara echoed the uniformly positive teacher feedback: "The synergy offered through the RIP~ing @ Science in Kaimuki Complex project has been priceless. The impact of the first two years laid the foundation for schools to understand and appreciate the extent of student growth in thinking and learning, in many cases across all content areas, resulting from the RIP scientific inquiry program."

Palolo teacher Joyce Luka added, "The RIP has made a tremendous impact on both my students and me. It has introduced the value of critical thinking into my classroom of students who come from some of the most challenged demographics in Hawaii. This thinking has literally 'woken up' even my most difficult-to-reach students and transformed them into excited, highly motivated learners."

"Students enjoy learning about science and other content areas by designing and conducting their own research investigations aligned with state standards more than they do by learning through more traditional methods," stated Dr. Landsman. And Dr. Pergolizzi agrees, "One of the most striking findings, although subjective, were the words of young participants (especially K through 3) that they 'like learning science this way' instead of from 'boring' books. At first I was taken aback by this concept, until I realized the potential cost savings this could imply if implemented on a grand scale!" (See a video about third graders reflecting on their use of the RIP to learn science and other content at: Elementary School Students Describe why They Like to Learn Through Scientific Inquiry.

Dr. Pergolizzi summarized his report with strong support for the RIP program. "There is clear evidence that the program makes it possible for students at all levels, even difficult-to-reach student populations, to not only learn science but to enjoy learning it and to look forward to learning more about science. This is a point that cannot be emphasized strongly enough…As an individual with concerns about the future of science education in America and around the world, I would like to see this program broadly implemented elsewhere without delay."

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.

September 17, 2008, 12:22 AM Honolulu Timezone

Connecting Scientific Inquiry to Relevance and Rigor for the 21st Century Learner:

ANOVA Science President's Keynote Talk Inspires Teachers

The Kaimuki Complex principals, tasked with enabling 400 teachers to reach this year's teaching and learning goals and under the theme: the new 3 R's (Rigor, Relevance, and Relationships), unanimously elected to use Dr. Robert Landsman, president of ANOVA Science Education Corporation and developer of the Research Investigation Process ( RIP ®), as keynote speaker, citing his expertise, knowledge and dedication to the development of critical thinking and student-centered learning through the scientific inquiry process.

Honolulu, HI (PRWeb) September 17, 2008 -- ANOVA Science Education Corporation (ANOVA Science; www.ScientificInquiry.com) president Dr. Robert Landsman, neuroscientist and developer of the RIP ® (Research Investigation Process), infused his keynote address to the Kaimuki Complex Teachers with some of the latest research on learning and the brain to drive home the benefits of RIP Scientific Inquiry, a research-based approach to K-12 education. The presentation, titled "The Global Movement to Revamp Education: Making Neural Connections with Scientific Inquiry," was delivered on September 5, to mark Kaimuki Complex Professional Celebration Day 2008-2009; some 400 teachers, principals and support staff attended this event at Kaimuki High School in Honolulu.

"The brain changes during a person's lifetime. Cells in areas of the brain associated with learning and memory can grow and new cells can appear throughout life," said Dr. Landsman, a former Postdoctoral Scholar at the UCLA Brain Research Institute, where he conducted research in psychoneuroimmunology. "Modern imaging techniques that allow us to look at brain structures and their function indicate that the more thinking and learning we do, the more these brain areas fire up and the more potential is created for future learning due to enhanced brain cell connections. Current research indicates that the cells in these brain areas can show dramatic growth especially in children and young adults." The scientist-educator also cited some very recent data pointing to higher learning as a defense against Alzheimer's disease. "In essence, current data suggest the more educated a person, the less risk of Alzheimer's or, at least, the scarcer the appearance of the symptoms and related deficits associated with this dreaded disease" he said, "so the teacher's role becomes even more crucial to the lifelong well-being of the student and to those significant in their lives."

Dr. Landsman engaged the forum's theme of Rigor, Relevance and Relationships (3R's) by connecting the effectiveness of RIP -- a research-based critical thinking process that addresses science education by placing the student at the center of instruction -- to the latest studies on how the brain absorbs and manipulates information. "Research shows we will need to have the ability to apply knowledge," he explained. "Recently-surveyed CEOs indicate that adaptability will be the quality most valued in the 21st century workplace, so RIP is automatically relevant," he said.

When asked about the connections between the keynote talk and the complex's future direction, Hawaii State Department of Education Complex Area Superintendent Clayton Kaninau responded, "Dr. Landsman contributed to the teachers' understanding of educating the 21st Century Learner by explaining the latest brain research and how these findings should impact our practices in our schools and classrooms. Enriched environments that have students interact socially to solve problems and think at higher levels all contribute to developing healthy brains and the skills needed in the 21st Century. As the complex teachers work toward developing lessons that strive toward rigor and relevance, Dr. Landsman illustrated how the Research Investigation Process instructional model allows students to apply their knowledge to real world unpredictable situations as the students answer their own research questions."

"Besides the keynote, six of the twenty morning breakout sessions were RIP presentations shared by "RIP~ing @ Science" project participants. These K-12 general and special education teachers shared with colleagues their students' life science, chemistry, earth science, physics, language arts, social studies, and mathematics scientific inquiries that used the RIP. "I am so pleased at this outcome," Pam Kohara, Math and Science Grant Coordinator/Technology Resource Teacher, said of the speech. "These teachers have grown in confidence and are examples of how the impact of the RIP has not only provided our teachers with the system for addressing scientific inquiry and critical thinking, but how it has truly resulted in a community of learners," she added.

Dr. Landsman stated, "The teacher presentations exemplified the use of scientific inquiry as a tool that promotes rigorous learning that is extremely important to the student and that is supported by the development and fostering of relationships in and out of school."

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, services and products 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 on-line at http://www.anovascience.com or http://www.ScientificInquiry.com.

March 24, 2008, 12:26 AM Honolulu Timezone

Hawaii Teachers Who RIP at Scientific Inquiry to speak at 2008 National Conference on Science Education

All eight teachers from the RIP~ing @ Science in Kaimuki Complex education project who submitted abstracts to the refereed National Science Teachers Association 2008 National Conference on Science Education have been selected as presenters. They will describe how and show evidence that incorporating scientific inquiry into their instructional practices positively impacted student learning and critical thinking skills.       

Honolulu, HI (PRWEB) March 24, 2008 – Eight of Hawaii’s public school teachers will present the outcomes resulting from classroom implementations of the Research Investigation Process (RIP) scientific inquiry-based science education program this week at the National Science Teachers Association (NSTA) 2008 National Conference on Science Education in Boston.

The six classroom and two resource Honolulu District teachers accomplished this achievement with the support of a Mathematics and Science Partnership (MSP) federally funded project, RIP~ing @ Science in Kaimuki Complex (http://kaimukirip.k12.hi.us), that supports and encourages Kaimuki K-12 teachers to meet the National Science Education Standards (NSES) through attainment of conditions that involve changes in what is traditionally emphasized. Among these NSES-specified changes are the placing of “more emphasis” on “teacher as producer of knowledge about teaching,” “teacher as leader,” and “teacher as source and facilitator of change.”

“It is the ultimate confirmation that participants have 'arrived' when they are committed to the professional sharing in what is probably the most prestigious national arena — the NSTA National Conference,” mentioned resource teacher and MSP project principal investigator Pam Kohara.  “They were also committed to the RIP process and strived to refine their own practices as they pushed their students to apply critical thinking and 'true' scientific methodology.” Kaimuki/Kalani Complex Area Superintendent Estelle Wong stated, “…an added bonus to this professional development effort is seeing teachers exceed expectations of professionalism.  Two examples of this is having a RIP trained teacher win a Presidential Science Award as a result of a project she conducted with her sixth grade class and repeatedly seeing the RIP teachers’ willingness to share their learning and present at local and national conferences.” 

The RIP® is a research-based program that enables students to meet benchmarks and address standards as they engage in scientific investigations. “This process provides a framework for addressing standards in science which is perhaps one of the more challenging content areas for elementary teachers. It also serves as a tool that can be applied in content areas beyond science where students have the opportunity to demonstrate achievement of content and skills that may exceed standards in all academic arenas,” commented resource teacher Irene Kamimura.

The teacher presenters represent a wide range of grade levels across Kaimuki Complex schools.  Wendy Gonsalves from Lunalilo Elementary School and Chad Dela Cruz from Hokulani Elementary School will team to present how their students used scientific inquiry to solve a classroom dilemma while they attained standards-based scientific knowledge.  Their session, “Turn Up the Noise; Bring on the Sound: Science Building on Science,” describes how students studied the characteristics of noise in their school to improve learning and illustrates how scientific knowledge builds upon itself.  When asked what outcome she would like to see resulting from her presentation, Ms. Gonsalves stated, “I hope that the joy and excitement of implementing open inquiry in the classroom can be of help to other teachers and … they walk away with new ideas and excitement over this new and fresh way to engage students in scientific inquiry.” 

Hokulani Elementary School teacher Shari Kaneshiro will present how her sixth grade students used the RIP scientific inquiry model to challenge the accuracy of speed data obtained from a police laser gun in her presentation, “With RIP~ing Speed, Students Test the Physics of Law Enforcement Through Scientific Inquiry.”  In another session, “Investigating Termite Nature to Control Destructive Behaviors,” seventh grade Teacher Anne McKnight from Washington Middle School will discuss her students’ research investigations on Formosan subterranean termites and describe how students used their new learning to educate their families on how negative aspects of termite habits can be controlled in urban Hawaii. 

“RIP~ing @ Science in a K-12 Complex—Where Scientific Inquiry is Used as a Critical Thinking Tool for Learners” will describe how this complex-wide initiative targeting the improvement of science education has ignited the use of scientific inquiry from kindergarten through grade twelve, changing the learning and decision making perspective in science and other content areas. In this session, Teachers Carrie Bashaw of Kaimuki High School and Joyce Luka of Palolo Elementary school will discuss the implementation of the RIP program into their classrooms and share their students’ work.  Ms. Kamimura, Ms. Kohara, and Dr. Robert Landsman, President of ANOVA Science Education Corporation and developer of the RIP, will provide background information and present data to illustrate how the RIP~ing @ Science project has positively impacted teaching and learning at the Kaimuki Complex schools. 

The RIP ® science education program, distributed and supported by ANOVA Science Education Corporation (ANOVA Science; http://www.ScientificInquiry.com; http://www.anovascience.com), is at the core of the RIP~ing @ Science in Kaimuki project which has enabled these teachers to excel in their application of scientific inquiry to science instruction.  As a result, according to Ms. Kohara, “Teachers became even more confident and knowledgeable about the application of the RIP to learning and thinking.”

“Now I have more of a pulse on how to focus students on the scientific process…,” stated Anne McKnight. “It has impacted how I looked at the expectations of my classroom. I really looked at, and pushed for a higher degree and standard of expectations for both the class and myself with respect to meeting scientific pursuits.” A hallmark of the RIP scientific inquiry program is its focus on placing the students at the center of the learning experience by providing them the opportunity to investigate topics that are interesting and relevant to their own lives.  “…the doors we open today will offer them the process and thinking that is going to lead them to make an impact in science in the future,” added McKnight.

According to Dr. Landsman, “The selection process for the NSTA National Conference is notoriously competitive. These teachers exemplify the NSES emphasis on teachers as leaders and contributors of knowledge to their field. The dedication and commitment that these teachers put forth in implementing inquiry as part of their instructional strategy and composing and submitting their proposals to this highly competitive refereed meeting is commendable and I congratulate them on their achievement.” Ms. Kohara stated, “There is no truer assessment of success than to see eight presenters enter submissions and have all eight selected for presentations.”

When asked how he felt about the opportunity to present at this national event, Mr. Dela Cruz stated, “I feel excited and honored to be sharing at a national conference. It is the first time for me and probably the only opportunity to do something like this. Presenting at this kind of setting is a great professional experience for me.”

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, services and products 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.

For more information about the RIP or to speak with Dr. Landsman directly, please call 808-741-8512.