Chapter 2 gives us great ideas to show children the process of investigation and how we can have the student’s thing about various matters in our daily life. I like how the book tells us to challenge the students and have them wonder more about what they have noticed in an investigation. I like the three types of investigation: descriptive, classificatory, and experimental. This gives students different ways to think about an experiment and not repeat an activity again. I also like how the book gives ideas to record the information and keep it organized. I like the journal keep communication technique. This will help the students write down what is in their mind on paper instead of trying to remember it all in the head. Students can follow the question, investigation, obersvation, and conclusion plan to help remember the experiment.
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What do you think is the real significance of all these process skills in science? Remember that our job is to teach children how to think. Don't these process skills provide opportunities to teach children how to think?
ReplyDeleteWhy do you think it is important to recognize that there are different types of scientific inquiries (three types are mentioned in this chapter)? There is a developmental aspect to this. Think about it--Would it be appropriate to engage in an experimental inquiry with first graders? Certainly not. A descriptive inquiry? Absolutely.