I must agree with several readers that this chapter was an easy read. Not only did I find the chapter to be easy, but it stated several topics I have found to be quite interesting.
I personally, am a hands-on learner, especially when it pertains to Science. The book states the following, “Hands-on investigations like these arouse our curiosity, raise our interest level, and increase our motivation to learn”pg15. If science is strictly taught through reading, the student’s will never gain an interest in science. It is vital that the teacher encourages interaction, and utilizes visual learning. Honestly, teaching a bland lesson can cause a negative effect on the student. Who wouldn’t like to blow something up in class? :)
I truly believe many students lose interest in Science because of Traditional teaching. Traditional teaching is defined as teacher-centered. The encouragement of Inquiry learning can be very beneficial for both the educator and primarily the learner. By promoting Inquiry learning the educator may successfully transmit a concept to a learner. As future educators it is necessary to gear our teaching to become student-centered vs. teacher centered. Creativity is key in Science.
The book states, “Science can provide rich context for children to apply and further develop their language and mathematic skill.” I never considered the benefits of Science, and positive effects it may cause in other subjects.
In my previous classes I have concluded that my teaching will be student-centered. After reading this chapter, and reading the broad introduction to the importance of Science, I will definitely gear my teaching toward hands-on and student-centered lessons.
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Hands-on (and minds-on) science is definitely the approach we want to take. There is a place for reading in science, to be sure. But science should not become simply another exercise in reading. In math class, we do math. In writing class, we write. In science class, we do science!
ReplyDeleteAnd so, as you say, our teacher must become more student-centered (as you point out, traditional methods were more teacher-centered). Now it is one thing to want to teach this way. It is quite another to figure out how to do this (especially since so much of our experience in school has been of the traditional type).
My hope is that this class will be a place where you and your classmates will have significant opportunities to envision and practice this student-centered approach to learning!