In reading chapter two, I learned about the processes of science and how it is used by teachers in the classrooms. I always thought of sciences as reading and working on experiments. It makes sense for teacher to challenge students by asking questions which leads to student’s critical thinking. In classrooms today students work to answer the questions they came up with instead of just doing an experiment to get it done. Students are working with a purpose.
What surprised me was that science could be fun if you know how to teach it. For example, the students working on investigating white powders seem to be enjoying the activity. They were so engaged in the activity that they were asking for a more challenging one. I think this is the reaction I would like from my student when teaching in any subject. I think math and science periods could be combined because they are closely related. Mathematics can be combined with science when making a graph. Also when caring out an experiment using the different measuring systems. I agree with the textbook that the steps we use in science help us in solving everyday problems.
Subscribe to:
Post Comments (Atom)
The processes of science are extremely important when planning lessons for students. This part of the chapter gives you a great resource to help you identify all of the process skills students need to develop. The development of these skills, however, happens in context as the students engage in science inquiry. The questions become the motivating factor and using the process skills becomes part of the fun.
ReplyDeleteYour point about integrating with other subjects is a great one. One of the process skills is "communicating" about science. This involves both math and language arts--doesn't it?
Your last point is also important. Science process skills are relevant to our everyday lives. Helping students see this connection is huge! If we can engage in inquiries that take advantage of that connection, so much the better!