There is a lot to take away from this chapter. Most importantly, a teacher must aquire skills and techniques that create effective inquiry lessons. Teachers should use scaffolding and allow for students to spend time exploring. In contrast, the teacher needs to know when to step in or give the class a hint. It is of great importants to try to tend to the indiviual needs of each student during this process.
I like how the book contiues to remind us that the students are like scientists in their studying. The students must begin to form habits and learn the process of science. These are, in fact, the skills students will also use in real life in the future.Teaching students observe. Clasifying materials are also part of the process of science. There are so many example the book gives that would be great to use in the classroom and clearly explain how the process of science is involved in the lesson. Inferring is also a skill students should aquire in elementary school. It includes looking at data and interpresting what they see.
I learned today that there are 3 types of investingations. This explains why there is no one way that scientists or students can experience in science. Inference is incorporated witht he process of science in the lessons given int he chapter. Teaching investigations that incoporate teh process of science will positivley influnce the student.
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Indeed, the science process skills we want children to learn are nothing more than thinking skills. And these skills are, as you say, "habits of mind." For them to become habits, they must be addressed in our lesson plans within the context of scientific inquiry.
ReplyDeleteThe three types of inquiries are important. They do suggest, as you rightly point out, that science is not all done the same way all the time by everyone. There are, in fact, different types of inquiries, and each inquiry can take on a unique journey. That is why there is no one "Scientific Method."