Chapter Two I liked how chapter two described the importance of using the senses in science. Every child learns differently. By involving all the senses we can meet the needs of diverse learners. I also feel that the activities that do involve the senses are really fun and easily remembered. By reading this chapter I learned that science allows us to use our senses to observe, wonder, explore and to ask questions. Science allows us to have the knowledge to separate evidence from opinion. I really liked the advice to ask questions about objects that can lead to new investigations. It is very important to ask questions to guide students to expand their thinking and to explore new ideas. I am still a little confused about qualitative and quantitative?? I love the multistage classification system. It allows students to expand their minds to higher level thinking. In this chapter I learned the difference between observation and inferences. I also feel that the most important process of science is communicating. This is a skill that will be used not only in science but in life. Confused about Histograms ?? I also love the I notice I wonder chart. This could be used for any subject or any life wonders.
Asking questions is at the heart of every inquiry, and you are wise to think about the role our senses play in that process. As we make effective use of our senses, we are able to more easily engage in the other processes of science (classifying, inferring, measuring, communicating, predicting, hypothesizing, and experimenting). And, as you suggest, the mind continues to question throughout every process.
Some studies involve looking at phenomena quantitatively. That is, the properties of matter or variables we wish to study can be thought of in quantitative terms (weight, mass, temperature, distance, etc.). Other studies involve looking at phenomena qualitatively. These types of studies are more subjective and involve interpreting language, behavior, and motives. A case study, for example, is a type of qualitative study.
Histograms are easily confused with bar graphs. You can use M&M's to think about the difference between the two. Say you give each student a bag of M&M's and you want to represent the different colors of M&M's numerically. One way to do this would be to dump out the M&M's from every bag and total up the amount of each color. These could be displayed in a bar graph, with each bar separated from the other. The height of each bar representing the total number of each color found in the entire class.
The question could be asked a different way: how many of each color would you find in a typical bag of M&M's? When done this way, each student would count the number of each color of M&M. A separate histogram could then be done for each color.
Do you think you could sketch it out to show the difference between the two? This would be a good exercise.
Chapter Two
ReplyDeleteI liked how chapter two described the importance of using the senses in science. Every child learns differently. By involving all the senses we can meet the needs of diverse learners. I also feel that the activities that do involve the senses are really fun and easily remembered.
By reading this chapter I learned that science allows us to use our senses to observe, wonder, explore and to ask questions. Science allows us to have the knowledge to separate evidence from opinion.
I really liked the advice to ask questions about objects that can lead to new investigations. It is very important to ask questions to guide students to expand their thinking and to explore new ideas.
I am still a little confused about qualitative and quantitative??
I love the multistage classification system. It allows students to expand their minds to higher level thinking.
In this chapter I learned the difference between observation and inferences.
I also feel that the most important process of science is communicating. This is a skill that will be used not only in science but in life.
Confused about Histograms ??
I also love the I notice I wonder chart. This could be used for any subject or any life wonders.
Asking questions is at the heart of every inquiry, and you are wise to think about the role our senses play in that process. As we make effective use of our senses, we are able to more easily engage in the other processes of science (classifying, inferring, measuring, communicating, predicting, hypothesizing, and experimenting). And, as you suggest, the mind continues to question throughout every process.
ReplyDeleteSome studies involve looking at phenomena quantitatively. That is, the properties of matter or variables we wish to study can be thought of in quantitative terms (weight, mass, temperature, distance, etc.). Other studies involve looking at phenomena qualitatively. These types of studies are more subjective and involve interpreting language, behavior, and motives. A case study, for example, is a type of qualitative study.
Histograms are easily confused with bar graphs. You can use M&M's to think about the difference between the two. Say you give each student a bag of M&M's and you want to represent the different colors of M&M's numerically. One way to do this would be to dump out the M&M's from every bag and total up the amount of each color. These could be displayed in a bar graph, with each bar separated from the other. The height of each bar representing the total number of each color found in the entire class.
The question could be asked a different way: how many of each color would you find in a typical bag of M&M's? When done this way, each student would count the number of each color of M&M. A separate histogram could then be done for each color.
Do you think you could sketch it out to show the difference between the two? This would be a good exercise.