I am convinced that the inquiry method of teaching science is a superior way for students to understand concepts, “big ideas,” and to transfer this knowledge and apply it elsewhere. In fact, the inquiry approach would be a great way to teach most subjects. Realistically, as has been my experience in my clinical, I anticipate being forced to use textbooks and worksheets most of the time to teach my students.
Happily though, I know that textbooks have evolved and can be used effectively. As the authors said, “reading is more powerful in science when it follows experience and is based on prior knowledge.” So, if you can creatively introduce your students to the upcoming lessons, work in the “engage” and “explore” steps in your own way, then the “explain” section will have more meaning.
When I taught a lesson in science last week, I wanted to use my new knowledge to inspire my 2nd graders. Following my cooperating teacher’s lead, I used her textbook but supplemented it by bringing in materials that the children could explore and experience. Even if it was in part just a “fun” activity, I wanted to mix up the tedium. Mostly, I wanted the students to be able to make a connection between what they were reading to the world around them, to their own life. It was a little chaotic when I gave the groups maple seeds, pinecones, and crab apples but my cooperating teacher supported me. The change in energy was undeniable. Two of the children thanked me for bringing the items to class, like they were presents. I was especially touched when a shy boy approached me this week to report that he had found a pinecone in his yard.
I am pleased that the authors also give credence to teaching through “Guided Discovery” and support direct instruction “when appropriate.” (I always question when someone touts his or her method as the only way.) My biggest concern is having the time to plan my lessons, implement the lessons, and be able to follow through with all the steps. With everything that has to be covered, it seems a little daunting.
Your thoughts are insightful and wise. A few more thoughts . . .
ReplyDeleteUsing an inquiry approach to teaching science does not mean that you have to dishonor the textbook your school district may have adopted. You simply work the book into your lesson planning. You will definitely find the "big ideas" in the textbook. You will also, frequently, find ideas for good hands-on activities. But as also realize, you should not rely on the textbook as your only vehicle for delivering instruction.
Furthermore . . .
This was an interesting chapter. The authors, clearly, do not rule out the use of other, more traditional, teaching methods. However, 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.