CHAPTER 1: CHILDREN, SCIENCE, AND INQUIRY: SOME PRELIMINARY QUESTIONS
WRITTEN REFLECTION
In chapter one I am introduced to the beginning of the science inquiry. This chapter’s theme demonstrates what young children inquire about and how to enhance this process. The different subtitles of conceptual knowledge, carrying out activities, and understanding science and inquiries all play a role in the outcome of science education. The theme that can be proposed in this chapter is inquiry. This is a major part of education among elementary and middle school children. Children’s questions about any worldly thing should be observed and recognized. To further the science concept students should create questions and form decisions to what will happen, concluding students should draw certain conclusions. This chapter shows how observing, explaining, and gaining scientific knowledge are all connected. A practical approach is to understand science and accept that it is always tentative.
This chapter was very interesting. I was surprised that science covers a variety of curriculum subjects such as: literacy and math. This chapter showed no confusion to me. It demonstrated that science begins with inquiry and observing. I believe that this chapter made great sense as to how science begins and how to approach it. It also gave me helpful tools to play on my future student’s inquiries and questions, because that can lead to some interesting activities to do.
I agree that the focus, or main theme of the chapter—is the inquiry approach to teaching science. After thinking about this a bit, would you be able to tell me why this approach makes more sense than more traditional approaches? The chapter also addresses three areas in which students are supposed to become proficient in science. What do you think about these? Do you think it’s too much to ask of teachers? Think about these questions (there’s no need to give me answers). Try to read each chapter carefully and, in your weekly assignment, write more reflectively about what you read.
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