In terms of teaching science one theme I found interesting was the difference between knowing something and truly understanding it. When a student comprehends an idea, they are able to interpret, relate and apply their knowledge to various settings. I also found the theory of constructivism interesting, which entails drawing upon prior knowledge to make connections to the newly presented topics or ideas which us to ultimately result in constructing meaning for themselves. That being the case, I believe it is imperative to introduce all children to a wide variety of information to ensure a solid and complex foundation for their pre-existing knowledge.
What continues to surprise me about this textbook (and class) in general is the radical shift in teaching ideology. I so desperately wish I had this when I was a student and I am absolutely shocked by my increasing love of science! Over the past several years, I have watched my dread of science evolve into this burning curiosity. Each year I assist with science fair experiments with my sons and I am so intrigued. We have some pretty cool ones in the works already! I look forward to our class and think the ideas the text gives for teachers to use for physical explanations or as a means to create exploratory learning environments is so engaging! I might want to teach science or start a science club one day, which came as a huge shock to me! I really would love to see students, girls especially, enjoy science more.
One concept that made sense to me after reading the chapter was the phases of the moon. Each chapter I read makes me realize how much I never really understood. I am almost embarrassed by the number of concepts I had only superficial knowledge of! Nothing confused me about this chapter. I suppose the only question I have would be how to go about incorporating teaching special education and science. I would like to look into becoming highly qualified in science someday.
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Our job is to teach children how to think. We do that through an inquiry approach. In the process, children are given the opportunity to become dissatisfied with their own naive explanations about the world. In effect, you prepare their minds for the introduction of scientific explanations about the world. Your job will be to provide those learning experiences to make all this possible.
ReplyDeleteSome young teachers feel threatened by the task. Others--even those who lack scientific training--find the task exciting! We get to learn this stuff too, along with the kids, even if it's for the first time!