I found this chapter to be intriguing. I did not know what to expect from a book titled “Teaching Science as Inquiry”. The information was presented in an easy to understand manner. I especially enjoyed the application examples, such as “Observations of Water Phenomena”. In my opinion, it lends more credibility to a text when the author gives an actual application of something after explaining it.
I have eight year old twin nephews (great-nephews) and they always go through a process of inquiry. Until I read this chapter I just did not know that’s what they were doing! While I was reading this chapter I spent a lot of time reflecting on my experiences with them. I wondered what types of science lessons would grab and engage them.
I can see thousands of possibilities for ways that science applies to everyday life. If we as teachers make it fun maybe it will stick beyond the test. Getting students interested in elementary scholl would seem to me to be a logical place.
I could not help but wonder if there is not a pattern in the history of the emphasis on science in schools. Science was pushed after Sputnik and then eventually lost its popularity to some other programs. I hope the powers that be, do not fall into the same ill advised pattern again. I was also left wondering if teachers are teaching to the test for science? Are “science standards” on state mandated tests? Teaching to a test would seem to contradict the idea of allowing students to learn by inquiry.
I felt like this chapter was saying that science is important, but science can be fun for students. I think that is a good message and I look forward to the other material.
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Allow me to reflect a bit on your reflection.
ReplyDeleteI agree with your comment about the importance of real-life examples in the textbook. I hope that you feel the same way about your experience in our classroom. I could never comfortably spend an entire class lecturing students. Our class needs to become a place of inquiry as well. I hope that is coming through to everyone.
I know exactly what you mean about the importance of making the learning fun for kids. I think it would be interesting to reflect a bit on what that means. Does it mean that our teaching becomes gimmicky? I don't think so. Is making science class fun the goal or is it the by-product of something else? These are definitely questions worth talking about in class.
Teaching to the test--a raw nerve for many! Unfortunately, the standards movement has caused many schools to give in to that temptation. I would suggest, however, that those schools that are working well (i.e., with teachers teaching as they should and doing so with solid administrative support) are not obsessing over their ISAT exams. They don't have to. Their students do just fine on those tests.