5. How does the Research Investigation Process (RIP®) address STEM?

The Research Investigation Process (RIP®) naturally unites the four content areas of STEM (science, technology, engineering, and mathematics) within each investigation. The RIP® can be used to facilitate the learning of new information in one or more of the four STEM content areas. In addition, every RIP®-based research investigation will involve student use of some or all of the scientific and engineering practices described in the Next Generation Science Standards (NGSS), application of mathematics for the analysis of data, and the use of technology for a variety of purposes.

To elaborate on this, the investigation will always include application of scientific inquiry and the scientific practices. Technology is heavily embedded in RIP® investigations through the use of computers and mobile devices with the Internet for gathering background information and for communication with research colleagues and experts in the research field; computer hardware and software for collection, maintenance, summarization, analysis, and presentation of data that will be used as evidence for testing a hypothesis; and/or the use of scientific or engineering tools (e.g., scopes for magnifying, laser measurement tools, etc.). Technology use or products may be the target of the investigation, such as studying cell phone reception in different locations. Engineering is represented through the designing of the method within the research investigation, including selection or development of materials used, research design, and procedure; the use of the NGSS engineering practices; and/or the designing and/or building of a product as a solution to a problem. Mathematics is integral to scientific inquiry. The results component of the investigation will always involve collecting and analyzing some form of data.

Often the RIP® inquiry model will be used to target the learning of content in subject areas other than science, technology, engineering, or mathematics such as language arts or social studies. At the same time, this model of scientific inquiry always requires the application of aspects of each of the four STEM content areas as discussed above. Engineering is integrated not only through the engineering practices that flow throughout every inquiry, but also through the development and use of models as well as the designing and building of solutions to problems based on final outcomes or findings. The RIP® is heavily dependent upon the integration of mathematics and student proficiency in the use of mathematics for data collection, summary, analysis, and presentation. In addition, the investigation may directly target the learning of mathematical concepts. Thus, the development of mathematical skills necessary to conduct the investigation also become the basis for learning these skills in context, while the understanding and use of particular mathematical concepts may be a primary focus of the investigation.

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