Chapter 4

Inquiry Instruction
Students naturally have questions they want to know the answers to, so starting at an early age teaching scientific questioning should be the base of a solid scaffolding. Children as early as kindergarten can gather evidence to answer questions with some assistance. For younger students connecting evidence with their observations and explanations is like a light bulb going off. All of the sudden, they make a connection and BANG! It all makes sense. Once students have made a connection to what they are experimenting, they are able to apply their knowledge to new problems. Understanding the concept can usually lead to an excitement to try to apply the new knowledge to a new circumstance. The book is right when children discover something new, they want to share it.
They may collaborate with other students in how each person developed and executed the experiment and discuss many different ideas in how and why and what they know. Using a simple Model of Instruction is not sufficient for all students in learning science. The 5E model is much more complete and meets the NSES.
Guided Discovery- isn't that what is done at the beginning of every lesson in science? I realize I should not let all of the discovery go without a purpose. I should pay attention to construction and applying scientific knowledge, see this as an opportunity for students to develop an understanding and transfer information to a new problem.
Being a teacher is having the ability to multi-task. What I mean is, you need to teach in a variety of ways in order to teach all students. A variety of techniques is needed throughout the whole year. You can not find one technique you feel comfortable with because that will not serve all student. I like what the book says, that all students should have the opportunity to learn through inquiry.