After reading chapter two, I gained a greater understanding of the processes of science. I
was surprised at how many skills are needed and used in investigating and how many processes
and strategies are used to collect, report, record, observe and measure data. I really liked the
chart on page 30 because it clearly breaks down all the processes and also gives examples on
how they might be utilized. This chapter is one that I am sure I will refer back to time and time
again, as it gives many different hands on activities that can be used in future science classes. I
really liked the observing candy experiment. In fact, this experiment can be done with anything, not just candy. I observed a fun activity that was done by an eighth grade teacher who used this
concept. He passed out a mini mars bar to each student in order to illustrate the different layers
of the earth and plate tectonics. The students seemed to love it, especially because they were
able to eat the candy afterwards. I also enjoyed reading about the inference activity. The eighth grade teacher I worked with used this activity to illustrate matter. The students used all their senses to predict the contents of the box. The students were baffled and came up with many different ideas as to what might be inside. Activities like these definitely build on observation skills. Thus, the book mentioned that learning to be an observer is a lifelong task. This made sense to me and I realize now why this method is so important in the science classroom.
I was somewhat disappointed that the end of the chapter contained a small paragraph mentioning that teachers need to encourage more exploration and need to match their actions to the needs of students. How does a teacher do that? How can experiments be crafted so that they fulfill each child’s needs? After reading this chapter, I had a few other questions. What are the best experiments to do with your students in order to develop these processes? Where can a teacher find these experiments? The book mentions outside resources, but what other resources are out there?
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It's great that you are making connections between the text and actual inquiry activities you have seen in your observations. The "mystery box" and the "Milky Way" plate tectonics activities are ones with which I am familiar.
ReplyDeleteDon't let the final paragraph of the chapter alarm you. The ability to do those things comes in time and only with experience in the classroom.
Finally, there are many sources of curriculum. The school or school district that employs you will have an obligation to provide you with a solid science curriculum. As the professional educator, however, you will be able to use your own judgment as you find alternate activities to improve upon the curriculum. Our textbook is a great source. You will also be able to find ideas online and in other publications.