This chapter went into detail on the different instructional methods for teaching science. I was really surprised when the discovery and the textbook method were discussed. I thought that the author would not agree with the textbook method at all. However, Bass said that it was ok to use all three methods when needed. Teachers should not only rely on one method for teaching science. The 5-E Method was the most prominent method in the chapter, but that was mainly because it is proven to have many benefits.
The original inquiry method was called the learning cycle. This was openly used in the past, and has been remodeled with the 5-E Method. The 5-E Method is composed of different inquiry stages. These stages are: engage, explore, explain, elaborate, and evaluate. The method is designed to build upon students’ inquiry skills. It helps the student to develop knowledge and thinking on their own, as well as in collaborative groups.
Guided discovery is when the teacher aids the students in discovering about the topic at hand. The students work together to figure out the problem. Direct instruction is when the teacher presents the material in a very basic manner. This type of instruction does not allow the students to engage in active learning. They are not allowed to manipulate objects, and figure out solutions for themselves. Textbooks have been changing more and more recently to adapt to the inquiry method of teaching. This allows teachers to be more creative in the classroom, and provide more investigation opportunities,
I like that all of the methods were discussed, and numerous examples of them were given. The examples made me more aware of the different teaching methods. After reading, I now see that the 5-E Method is not always the best method to use. Sometimes it is better to use the textbook method when trying to get basic concepts across to the class. I did like lesson plan on batteries because it was structured to allow the students to experience success.
The research section at the end of the chapter was extremely helpful. It showed what the current research trends in science education have been. The most prominent factor is inquiry-based teaching. It has been shown to not only improve learning in science, but also other academic areas. I also found it very interesting that inquiry methods allow students with severe learning disabilities to actively participate in the classroom. I think that this is super important because as a future teacher, I want to make sure that all of my students have an equal opportunity to experience lessons and activities.
This was an interesting chapter. The authors, as you point out, clearly do not rule out the use of other, more traditional, teaching methods.
ReplyDeleteHowever, the authors are just as insistent about their preferred approach to teaching science. When it comes to teaching scientific THINKING, inquiry methods rise to the level of best practice.
For many in the profession, the 5-E model is, arguably, the best articulated approach to teaching scientific inquiry.
So which way is it?
I heard the authors say--and I would agree with them--that good teachers can work other methods into their use of the inquiry approach. Discovery methods can certainly be used in the explore phase of a lesson. Likewise, direct instruction methods, such as lecture and textbook reading, can be worked into the explain phase.
But if you glance back over this part of the text, I think you will find that the authors clearly prefer the inquiry method as a primary method of teaching science.