Image Citations:
1. Kaili, J. DNA Wells Lab 2. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web <http://jkailieportfolio.weebly.com/science-inquiry.html>.
2. Kaili, J. DNA Wells Lab 3. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
3. Kaili, J. DNA Wells Lab 4. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
1. Kaili, J. DNA Wells Lab 2. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web <http://jkailieportfolio.weebly.com/science-inquiry.html>.
2. Kaili, J. DNA Wells Lab 3. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
3. Kaili, J. DNA Wells Lab 4. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
Science Inquiry
Quarter 1
Image Citations: 1. Kamehameha Schools. Kamehameha Schools Working Exit Outcomes Framework. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
Biology concept maps and Hawaiian values of education and learning go hand-in-hand with each other. Science Inquiry is defined by the National Science Teachers Association as "the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.
Image citation:
- Nave, R. Biology Concept Map. Digital image. Biology Concepts. N.p., n.d. Web. 6 Oct. 2013. <http://hyperphysics.phy-astr.gsu.edu/hbase/biology/biocon.html>.
![Picture](/uploads/2/4/0/0/24002252/9086383.gif)
Biology concept map and Hawaiian values of education and learning go hand-in-hand with each other. “Ke Ao Hoʻoūlu: Growth” is growth in your culture and being proud in your Hawaiian identity, but it also means growth in education. It is your education that expands not only through your Hawaiian learning, but the learning of other subjects that vary from around the world. “Ke Ao Pilina: Relationships” is relationships with others such as religion, peers, coaches, teachers, and everyone else. It is also the compare and contrast with relationships with others, so you may change perspective to not just yours. Relationships will broaden your knowledge and understanding of your culture, life, and education. “Ke Ao Lani, Ke Ao Honua: Global” is your global understanding of everything that is around you whether it is physically, spiritually, emotionally, and intellectually. It is also the implementation of the collectivism foundation in Hawaiʻi and using that ad a foundation to relate to the diversity of the world; it understands your identity that has purpose and meaning and a connection to the world around you and the connection to others today and the past. It is also the utilization of the Hawaiian perspective to enhance the well being of you, your ʻohana and the world. The value “Ke Ao ʻImi Naʻauao: Knowledge and Wisdom” is utilizing your sources that can range from elders to stories of old to raise examinations and to seek knowledge, and it is the process of engaging in the thinking critically to apply to your previous knowledge to context. It’s the adaptation of knowledge through the merging of intuition, intellect and creativity.
Image Citations:
- Kaili, J. DNA Lab. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
![Picture](/uploads/2/4/0/0/24002252/7992255.png)
The biology concept map was better understood through lab investigation. It was better understood through lab investigations because before we did the Strawberry DNA Lab we had to do a concept map about life and relate everything we learned up to that current point to finally move on to learn what DNA was according to the MCT and how life was defined and what DNA had to do with life. This lab expanded my knowledge because through the strawberry DNA extraction you put all your knowledge together to understand that all living organisms have DNA and have a genetic code. This genetic code defines not only who we are made of scientifically, but it helps us understand that life is around us and we must classify them if they have DNA, and if the MCT accepts the fact that that organism is a part of the definition of life. Therefore, when we did the concept map it was to prepare us for what we would learn as the outcome of the Strawberry DNA Lab.
Using the Hawaiian work value of “Ke Ao Hoʻoūlu: Growth,” I can expand my knowledge of the world and relating it to my Hawaiian work values. My academic growth throughout the first quarter represents a fixed and growth mindset. It shows a fixed mindset because in some subjects I have improved on my learning and it shows I can always improve to achieve greater goals such as better grades. The growth mindset is showed throughout the graph because I have grown in my knowledge of subjects throughout the eight weeks of school and I have many growth I can do to improve my learning and knowledge. Based on the learning throughout the Biology course and applying it to my Hawaiian work values and my Hawaiian identity, biology concept maps, science inquiry and Hawaiian work values do go together to form a learning system that can be related to not just Hawaiian core values, but scientific skills as well.
Using the Hawaiian work value of “Ke Ao Hoʻoūlu: Growth,” I can expand my knowledge of the world and relating it to my Hawaiian work values. My academic growth throughout the first quarter represents a fixed and growth mindset. It shows a fixed mindset because in some subjects I have improved on my learning and it shows I can always improve to achieve greater goals such as better grades. The growth mindset is showed throughout the graph because I have grown in my knowledge of subjects throughout the eight weeks of school and I have many growth I can do to improve my learning and knowledge. Based on the learning throughout the Biology course and applying it to my Hawaiian work values and my Hawaiian identity, biology concept maps, science inquiry and Hawaiian work values do go together to form a learning system that can be related to not just Hawaiian core values, but scientific skills as well.
Works Cited:
- Kaili, J. DNA Lab. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
- Nave, R. Biology Concept Map. Digital image. Biology Concepts. N.p., n.d. Web. 6 Oct. 2013. <http://hyperphysics.phy-astr.gsu.edu/hbase/biology/biocon.html>.
Quarter 2
Image Citation:
- Buck Institute for Education. "Buck Institute for Education." Project Based Learning. Buck Institute for Education, 2013. Web. <http://www.bie.org/>.
![Picture](/uploads/2/4/0/0/24002252/8723375.png)
Project Based Learning is an effective method that benefits to student learning. A new science skill I have learned in biology is project based learning. Project based learning (PBL) is sufficient way to learning because as Buck Institute for Education in their video Project Based Learning: Explained said, it includes critical thinking, collaboration, and communication. Those characteristics of PBL is effective to learning because is teaches us skills and knowledge that are unforgettable, create questions that will form curiosity, building relationships, and the ability to want to create a quality project. In my blog response to first hearing of project based learning at high tech high, I explain the significance of project based learning and its benefits to all students. A fragment of my blog response to PBL that is important to exemplify the effectiveness of PBL learning is, "It helps with student learning because the design of the building is to exhibit students work and incorporating their personalities into everyday school life; it helps them present their work regularly and each student is complimented on their hard work on that project," this is crucial to include because at HTH the PBL that is incorporated creates an environment of never ending learning and curiosity.
One example of a PBL, was the PBL I did on bladder cancer. This exemplified work that is creative yet knowledgable, and it also exemplified critical thinking due to the research I had to complete and knowledge needed to retain from class lectures and reading. My PBL2 is a web page that attracts audience since it gives liable sources of factual information that vary from how cancer is formed to causes/risk factors of bladder cancer. It is also appealing to audiences because of its visual content that provide examples of exactly what bladder cancer is and some additional facts to broaden the knowledge of bladder cancer to all.
One example of a PBL, was the PBL I did on bladder cancer. This exemplified work that is creative yet knowledgable, and it also exemplified critical thinking due to the research I had to complete and knowledge needed to retain from class lectures and reading. My PBL2 is a web page that attracts audience since it gives liable sources of factual information that vary from how cancer is formed to causes/risk factors of bladder cancer. It is also appealing to audiences because of its visual content that provide examples of exactly what bladder cancer is and some additional facts to broaden the knowledge of bladder cancer to all.
Image Citation:
- Kaili, J. "Bladder Cancer Project - Biology EPortfolio." Biology EPortfolio. Weebly.com, Nov. 2013. Web. <http://jkailieportfolio.weebly.com/bladder-cancer-project.html>.
![Picture](/uploads/2/4/0/0/24002252/1260875.png)
My PBL is an example of effective learning because I retained knowledge and able to use the knowledge I stored in my long term memory to educate others to be aware of processes like cell regulation and cancer. Based on the examples done throughout the second quarter on project based learning, PBLs are an advantageous method to effective learning to benefit student learning.
Works Cited
- BIE. "Project Based Learning: Explained." Learning: Explained. YouTube, Buck Institue for Eduction, 2010. Web. <http://www.youtube.com/watch?v=LMCZvGesRz8>.
- Buck Institute for Education. "Buck Institute for Education." Project Based Learning. Buck Institute for Education, 2013. Web. <http://www.bie.org/>.
- Kaili, J. "Bladder Cancer Project - Biology EPortfolio." Biology EPortfolio. Weebly.com, Nov. 2013. Web. <http://jkailieportfolio.weebly.com/bladder-cancer-project.html>.
- Kaili, J. "High Tech Learning for High Tech - Biology EPortfolio." Rev. of High Tech High Education of Project Based Learning. Weblog post. Biology EPortfolio. Weebly.com, 30 Oct. 2013. Web. <http://jkailieportfolio.weebly.com/1/post/2013/10/high-tech-learning-for-high-tech.html>.
- Project Based Learning at HTH. Dir. BIE. Perf. Larry Rosenstock. Project Based Learning at HTH - Youtube. YouTube, 02 Oct. 2009. Web. <http://www.youtube.com/watch?v=xfP53Alnbhk>.
Quarter 3
![Picture](/uploads/2/4/0/0/24002252/3233127.jpg?239)
I believe learning science by doing science is important. I believe it is important because by doing science such as hand-on activities, 3D models, and lab work can advance your knowledge and really be able to apply all what I've been learning through the year, being able to test myself if I have retained the knowledge needed and do a great job by exemplifying it through my work.
In the lab done this quarter on filling wells with dye to see the DNA better, I learned about the approximate measurements, precautions taken for these laboratory work that require a great deal of focus and steady hand work. I was also able to expand my knowledge on the facts of DNA and how it is crucial to handle it with care or the whole lab may be messed up and the work can be ruined instantly. I learned also about myself such as character wise because this type of laboratory work that is laboring in a mentally way because everything needs to be done with such precision, my patience level much be high because this process is done with many tools such as dye, gel well tray, and a pipette.
Learning hands on and with other people, sharing ideas, observations, and facts about the labs, topics, or any other type of work doing science we are able to learn together in a faster and effective method more than we would alone. As said by many, the learning-by-doing concept is world-wide and applied to achieve productivity to its highest of levels (Wikipedia, 2014). "The only way a skill is developed is practice: try something, seeing how well or poorly it works" (Felder & Brent, 2003). We learn better discussing with each other because we are able to isolate the true and false facts about ideas and topics and able to conclude the discussion with more understanding than we went in with. As a student of Kamehameha Schools and a Hawaiian, I am able to learn a lot by group based learning. In doing labs and certain projects we learn science to a higher degree than we would if we were alone as long as all students participate the same percentage. Based on my experiences I have a strong belief in learning science is by doing science due to the more opportunities to apply learning and concepts in the work field and be able to connect the textbook learning to a 3D environment.
In the lab done this quarter on filling wells with dye to see the DNA better, I learned about the approximate measurements, precautions taken for these laboratory work that require a great deal of focus and steady hand work. I was also able to expand my knowledge on the facts of DNA and how it is crucial to handle it with care or the whole lab may be messed up and the work can be ruined instantly. I learned also about myself such as character wise because this type of laboratory work that is laboring in a mentally way because everything needs to be done with such precision, my patience level much be high because this process is done with many tools such as dye, gel well tray, and a pipette.
Learning hands on and with other people, sharing ideas, observations, and facts about the labs, topics, or any other type of work doing science we are able to learn together in a faster and effective method more than we would alone. As said by many, the learning-by-doing concept is world-wide and applied to achieve productivity to its highest of levels (Wikipedia, 2014). "The only way a skill is developed is practice: try something, seeing how well or poorly it works" (Felder & Brent, 2003). We learn better discussing with each other because we are able to isolate the true and false facts about ideas and topics and able to conclude the discussion with more understanding than we went in with. As a student of Kamehameha Schools and a Hawaiian, I am able to learn a lot by group based learning. In doing labs and certain projects we learn science to a higher degree than we would if we were alone as long as all students participate the same percentage. Based on my experiences I have a strong belief in learning science is by doing science due to the more opportunities to apply learning and concepts in the work field and be able to connect the textbook learning to a 3D environment.
References:
1. Felder, R., & Brent, R. (2003). Learning by doing. (Master's thesis, North Carolina State University). Retrieved from http://www4.ncsu.edu/
unity/lockers/users/f/felder/public/Columns/Active.pdf
2. Wikipedia, The Free Encyclopedia. (2014). Learning-by-doing. Retrieved from http://en.wikipedia.org/wiki/Learning-by-doing_(economics)
1. Felder, R., & Brent, R. (2003). Learning by doing. (Master's thesis, North Carolina State University). Retrieved from http://www4.ncsu.edu/
unity/lockers/users/f/felder/public/Columns/Active.pdf
2. Wikipedia, The Free Encyclopedia. (2014). Learning-by-doing. Retrieved from http://en.wikipedia.org/wiki/Learning-by-doing_(economics)
Image Citations:
1. Kaili, J. DNA Wells Lab. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web <http://jkailieportfolio.weebly.com/science-inquiry.html>.
2. Kaili, J. DNA Wells Lab 1. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
3. Kaili, J. DNA Wells Lab 2. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
4. Kaili, J. DNA Wells Lab. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
1. Kaili, J. DNA Wells Lab. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web <http://jkailieportfolio.weebly.com/science-inquiry.html>.
2. Kaili, J. DNA Wells Lab 1. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
3. Kaili, J. DNA Wells Lab 2. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
4. Kaili, J. DNA Wells Lab. Digital image. Science Inquiry - EPortfolio. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/science-inquiry.html>.
Quarter 4
![Picture](/uploads/2/4/0/0/24002252/7707072.gif?396)
As a student, it is valuable to learn science through PBLs (Project-Based Learning). It is important because PBLs engage minds by real world relevance, and is not a passive learning method that has been the traditional method of teaching. According to Buck Institution for Education, PBLs allows teachers to engage more with students creating more high-quality work that is beneficial to the students' learning of the topic being taught.
This final quarter of the school year, we have done multiple biology PBLs. Three other peers and I have collaborated to create a PBL about the lymphatic system and how the lymphatic system affects evolution. Using a prezi to display our work, we have used technology to our advantage, as "modern technology is a perfect fit for PBL (BIE, 2014)." As a student, I can support that with technology teachers and students can connect with other teachers, professionals, and audiences worldwide and use this technology that can connect us with reliable resources and information to create products as we collaborate collectively.
Science is a topic that changes daily while more and more research discoveries are made. Advances in technology allow science to build a stronger foundation and more knowledge (Atkinson, 2009). With such a versatile topic being taught to students around the world, it makes much sense to rid of the old fashioned passive learning and change to a modern method of teaching that allows us, students, to solve highly-complex problems that require new advanced technology to display complete comprehension of each topic that we are educated with (Edutopia, 2014). As a student I prefer PBLs because it allows me to show my wide range of learning capabilities and to produce a project with complete understanding to the point where I can teach that topic I learned to an audience. Based on my experience with PBLs and research about PBLs, I conclude that it is valuable to learn science through Project-Based Learning (PBL).
This final quarter of the school year, we have done multiple biology PBLs. Three other peers and I have collaborated to create a PBL about the lymphatic system and how the lymphatic system affects evolution. Using a prezi to display our work, we have used technology to our advantage, as "modern technology is a perfect fit for PBL (BIE, 2014)." As a student, I can support that with technology teachers and students can connect with other teachers, professionals, and audiences worldwide and use this technology that can connect us with reliable resources and information to create products as we collaborate collectively.
Science is a topic that changes daily while more and more research discoveries are made. Advances in technology allow science to build a stronger foundation and more knowledge (Atkinson, 2009). With such a versatile topic being taught to students around the world, it makes much sense to rid of the old fashioned passive learning and change to a modern method of teaching that allows us, students, to solve highly-complex problems that require new advanced technology to display complete comprehension of each topic that we are educated with (Edutopia, 2014). As a student I prefer PBLs because it allows me to show my wide range of learning capabilities and to produce a project with complete understanding to the point where I can teach that topic I learned to an audience. Based on my experience with PBLs and research about PBLs, I conclude that it is valuable to learn science through Project-Based Learning (PBL).
References:
- Buck Institution for Education. (2014). Why project based learning. Retrieved from http://bie.org/about/why_pbl
- Buck Institution for Education. (Producer) (2010). Project based learning: Explained. [Web]. Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8&safe=active
- Edutopia Staff. (2014). Is project-based learning important. Retrieved from http://www.edutopia.org/project-based-learning-guide-importance
- Wikipedia| Project-based learning. (2014). Project based learning. Retrieved from http://en.wikipedia.org/wiki/Project-based_learning
- Kelton Powell, C. (Producer). PBL Project [Web Drawing]. Retrieved from http://keltoncheyennepowell.weebly.com/pbl-project.html
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Science Inquiry by J Kaili is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://jkailieportfolio.weebly.com/science-inquiry.html.