ANOVA Science RIP Inquiry Produces "Phenomenal Paradigm Shift" and Rapid Significant Student Achievement

Continuing data-based evidence shows that teacher professional development in ANOVA Science's Research Investigation Process (RIP ®) scientific inquiry -based critical thinking model leads to elementary, middle, and high school students who are critical thinkers and self-motivated learners. Independent evaluations consisting of rigorous assessment procedures consistently lead to the same conclusions year-after-year: teachers of culturally- and language diverse students change the way they instruct and experience an increase in confidence in their newly developed instructional abilities, and students become more interested and proficient in science and non-science content, perform better, and show firm evidence for developing strong critical thinking skills.

Pompton Plains, NJ (PRWEB) November 18, 2010 --

Over the last 3 years, ANOVA Science Education Corporation (ANOVA Science;http://www.scientificInquiry.com ) has focused attention on implementing the Research Investigation Process (RIP ®) critical thinking model into school districts in Hawaii and New Mexico where cultural and/or language diversity present challenges in student academic performance. Already a research based program, the RIP has generated more current data demonstrating once again its effectiveness in schools servicing especially academically challenged student populations. The RIP as a critical thinking model addresses and builds students' skills beyond the traditional focus on content—essential skills so lacking in the 21st Century learner.

Impact data from implementation of the RIP in New Mexico and Hawaii elementary, middle, and high schools are showing dramatic effects of ANOVA Science's RIP professional development program on the confidence and instructional ability of teachers. This result is then translated to gains in student thinking ability and learning of science and non-science content.

ANOVA Science recently received the independent evaluator's report summarizing the findings for the 3-year RIP~ing @ Science in Kaimuki Complex project supported by a federal math-science grant. Based on annual evaluation reports from two separate independent evaluators, the RIP has produced measureable systemic change in how teachers teach and students learn at the 10 elementary and secondary schools in this complex. The report states, "The RIP program resulted in a phenomenal paradigm shift away from traditional instructional methods and more student centered learning that is rich with deep critical thinking applications. It is evident that the participating teachers in Kaimuki Complex are willing and ready to provide more rigorous and meaningful instructions to help their students become critical thinkers and self-motivated explorers."

There was striking consistency across the three years' reports from both independent evaluator companies. All emphasized the rigor of the RIP critical thinking model and learning process and its ability to lead to curriculum that is relevant to the students' and teachers' lives. "While students find the RIP makes them think much more than does learning class content through books, lectures, and multimedia, they also claim to like science and enjoy learning it through the RIP," explains ANOVA Science's President, Dr. Robert Landsman.

According to the third-year culminating evaluation report, "After RIP training, all of the Kaimuki Complex participating teachers provided opportunities for their students to engage in deep critical thinking from 'a moderate' to 'a very large extent' compared to only half 'a moderate extent' prior to the training. Kindergarten through high school teachers doubled the amount of their total instructional time spent teaching critical thinking skills which more than doubled to 63%. The teaching of standards-based science content more than doubled to 40%." And the impact of the RIP on student performance extended to state testing. According to Dr. Landsman, principals from two of the Kaimuki Complex schools informed ANOVA Science of positive RIP impact on state scores, with students of RIP-trained teachers outperforming those of non-RIP-trained teachers.

The RIP evaluation reports included student comments. One of the most striking findings were the words of young participants (especially grades K through 3) that they “like learning science this way” instead of from “boring” books. The evaluator stated, “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!”

At Kula Kaiapuni 'o Anuenue, a Hawaiian immersion school, students and teachers are successfully incorporating the RIP process through their curriculum to teach science and other content via this scientific inquiry-based critical thinking model. When asked how teacher Lanakila Makua was applying the RIP in the classroom, he stated, "We used Hawaiian culture to teach science and math concepts by doing a Research Investigation Process (RIP) on imu rocks (rocks used in an underground oven used by our people). The students learned about mass, volume, and density, as well as how to make an imu. The RIP also kept the students actively engaged, as they were interested in seeing the outcome of this RIP. They wanted to know if the hypothesis that they constructed was right. So, in all, the RIP worked well for teaching standards-based science and mathematics concepts by doing a scientific investigation that focused on a traditional Hawaiian practice."

Students in Teacher Kehau Camara's classes used the RIP scientific inquiry model to learn more about culture. "Our students in the 5th and 6th grades used the RIP process to investigate our traditional Hawaiian creation chant to see if our kupuna (elders) gave similar names to various living organisms (plants, animals, coral, ...) because of similarities in their habitat, physical and/or behavioral characteristics."

Kula Kaiapuni 'o Anuenue Curriculum Coordinator Leilani Kamalani stated: "It is wonderful to see the transformation that has taken place over the past year as we have implemented the RIP program. Our teachers are energized and our students are excited about doing the RIP. We are raising expectations for the teaching and learning of critical thinking skills through scientific inquiry."

Just as culturally- and language diverse, New Mexico's Central Consolidated School District (CCSD) teachers and students are also benefitting from the application of RIP critical thinking in the classroom. Assessment results also show that while the cognitive demand is higher, these students enjoy learning science more through the RIP model than from previous methods of instruction. According to Navajo Reservation Nizhoni Elementary School teacher Jennifer Evans, "RIP provides a common language, process, and thinking tool for my third grade students so that they are able to apply data to make evidenced-based arguments as they learn science through the RIP."

Evaluator Dr. Robert Pergolizzi, a scientist and science educator, summed up his report stating "There is clear evidence that the RIP 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 leaning 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 and RIP~ing Across the Miles are trademarks and service marks, and RIP is the registered trademark and 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 global competitiveness through high-quality, continuous, and data-driven teacher support in schools and classrooms throughout 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.

August 31, 2010, 8:01 PM Honolulu Timezone

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.ScientificInquiry.com.

June 22, 2010, 12:01 AM Honolulu Timezone

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."