Rationale
In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline. It is often shown in a way that resembles the scientific method (Wilke & Straits, 2005). The scientific inquiry model demonstrates four phases that involve students in identifying a problem and investigation using inquiry-based learning (Joyce, Weil & Calhoun, 2009). The four phases suggests that students are introduced to an area of investigation, then they develop a problem, next the problem is identified in the investigation and finally students come up with ways to solve the problem (Joyce, Weil & Calhoun, 2009). Science education is part of everyday life being that the skills learned in science, such as, the scientific method are used in solving problems that occur daily. Dalton, Morocco, Tivnan, & Mead, 1997 found that students seem to learn best by actually doing science, such as asking questions, designing experiments, observing, predicting, manipulating materials, and learning from their own mistakes. I believe the scientific inquiry model exemplifies an excellent way to implement inquiry-based learning by using the scientific method in any classroom; es...
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Rebecca Skloot’s novel, The Immortal Life of Henrietta Lacks told the story of the injustice done a a young African American woman, and her family. Henrietta’s cancerous cells were taken from her without her consent, and turned out to be immortal. They were sold all over the world for billions of dollars, while her family, struggling to put food on the table, did not receive a penny of it. Rebecca Skloot uncovers the hidden story of the HeLa cells, and provides a novel not only highly informational, but also with insight to the workings of science. This book outlines the process of scientific inquiry, reveals the contrary forces of altruism and profit that influenced HeLa, and the risks and benefits of profit guiding research as well as the obstacles faced when conducting research for purely altruistic reasons.
happen? If not, then why should science teachers teach that life evolved over billions of
Biology literally means "the study of life". Biology is such a broad field, covering the minute workings of chemical machines inside our cells, to broad scale concepts of ecosystems and global climate change. Biologists study intimate details of the human brain, the composition of our genes, and even the functioning of our reproductive system. Biologists recently all but completed the deciphering of the human genome, the sequence of deoxyribonucleic acid (DNA) bases that may determine much of our innate capabilities and predispositions to certain forms of behavior and illnesses. DNA sequences have played major roles in criminal cases (O.J. Simpson, as well as the reversal of death penalties for many wrongfully convicted individuals), as well as the impeachment of President Clinton (the stain at least did not lie). We are bombarded with headlines about possible health risks from favorite foods (Chinese, Mexican, hamburgers, etc.) as well as the potential benefits of eating other foods such as cooked tomatoes. Informercials tout the benefits of metabolism-adjusting drugs for weight loss. Many Americans are turning to herbal remedies to ease arthritis pain, improve memory, as well as improve our moods. Can a biology book give you the answers to these questions? No, but it will enable you learn how to sift through the biases of investigators, the press, and others in a quest to critically evaluate the question. To be honest, five years after you are through with this class it is doubtful you would remember all the details of meatbolism. However, you will know where to look and maybe a little about the process of science that will allow you to make an informed decision. Will you be a scientist? Yes, in a way. You may not be formally trained as a science major, but you can think critically, solve problems, and have some idea about what science can and cannoit do. I hope you will be able to tell the shoe from the shinola.
The Scientific Method is the standardized procedure that scientists are supposed to follow when conducting experiments, in order to try to construct a reliable, consistent, and non-arbitrary representation of our surroundings. To follow the Scientific Method is to stick very tightly to a order of experimentation. First, the scientist must observe the phenomenon of interest. Next, the scientist must propose a hypothesis, or idea in which the experiments will be based around. Then, through repeated experimentation, the hypothesis can either be proven false or become a theory. If the hypothesis is proven to be false, the scientist must reformulate his or her ideas and come up with another hypothesis, and the experimentation begins again. This process is to be repeated until a theory is produced. The production of a theory is usually called the conclusion. After considerable testing of the theory, it may become what is known as a law, but laws are only formed in very rare occasions where the theory can be proven without a doubt, which is usually done through induction.
A majority of high schools in America have classes which pertain to the study of animals. A countless number of schools have recently added multiple classes such as these. Hurricane High School especially is in need of adding an animal science class. Many students would benefit from this class in several different ways. Not only this, but the school will benefit greatly as well. It is highly recommended that Hurricane High School should offer an animal science class for the 2014-15 school year. This class would benefit the school as a whole by preparing students planning to enter the occupational field dealing with animals, make the school look more impressive, and give students a chance to try new things and possibly find hidden interests of theirs.
The scientific method is not a new process in the classroom by any means. Most
In psychology, the six principles of scientific thinking are extraordinary claim, falsifiability, Occam razor, replicability, ruling hypotheses of rival, and correlation vs. causation. We know that gaining new knowledge always help the growth of our mind, but sometimes a claim may contradict what we have already known, then we need more persuasive evidences to prove this claim before we accept it. It is natural that people doubt something extraordinary and a very basic thinking skill that is known as extraordinary claims require extraordinary evidence. Specifically, it can be presented as I did not come to class today and I tell my instructor that I ate bad seafood last night and had diarrhea, then she might believe me. If I tell her it was because an aerolite hit my house, but there is no one media reported this news, then she would not believe my claim because it is extraordinary in nature, and there is no extraordinary evidence.
Various inquiry-based activities have been studied and found to positively impact students’ achievement (Akkus, Gunel & Hand, 2007; Gibson, 2002; Liu, Lee, & Linn, 2010; Shrigley, 1990). Cooperative learning, in which students are placed in social groups for class activities, has frequently been studied as a classroom method for improving learning (Gupta, 2004; Kose, Sahin, Ergu, & Gezer, 2010; Lord, 2001; Thurston, Topping, Tolmie, Christie, Karagiannidou, & Murray, 2010). Other techniques that frequently appear in science career literature include Project-based learning and hands-on activities (Colley, 2006; Kanter & Schreck, 2006; Kramer, 2008; Randler & Hulde, 2007; Satterthwait, 2010; Stohr-Hunt, 1996). These techniques are studied across all subject areas and age groups and demonstrate that students’ experiences are enhanced through these
A prominent and unique feature of science education is “Practical work”. Students observe and manipulate real objects and they witness teacher demonstration by practical work. Practical work carried out by the students is an essential element of high standard science teaching.
A scientist wants to learn and discover the untold secrets of our world and universe. To “do” science there needs to be evidence for the scientist to evaluate and study. If you take apart the study of science there is one thing at the foundation and that is evidence. Without it, science would be only guess work. Scientists follow the rules and guidelines of science and use their senses to study evidence.
On my journey to become a science teacher, the development of my personal philosophy of teaching has provided me with the foundation that structures my teaching vision and values. I am committed to create a learning environment that models democratic values and embraces diversity to educate students to become responsible, productive and lifelong learners in a multicultural society. Furthermore, I am dedicated to develop my students’ language, literacy and numeracy using a wide range of teaching strategies and resources across all phases of learning, but, particularly, in the context of the science and technology. My teaching principles include my life time
Providing the explicit information they need through instruction is practical because it takes into account cognitive load theory, the link between working memory and long-term memory. Studies observing students in a classroom discovered that “when students learn science in classrooms with pure-discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions” due to the lack of instruction (Kirschner et al., 2006). On the other hand, studies involving strongly guided learning showed that students learn more deeply and their quality of education is improved when they are given instruction and feedback on their work. Instructed learning provides a superior quality and amount of learning because it decreases cognitive load, provides worked examples that show students how to solve a problem, and employs methods such as process worksheets which assists students in providing more accurate answers than students who rely on discovery learning (Kirscher et al.,
Inquiry Learning is a way to make the student find their own answers for their questions (Lakes Matyas, Ph.D). Posing a question for the students is a way to get them started. Then, by guiding the students on their own different searches, they all come together in the end to share their findings to answer the question.
How students process information—how well they learn and how well they retain knowledge—is directly related to the learning style of the individual. Teachers have long felt that if they lecture and tell students the same thing over and over again, the student will learn and understand a particular science concept. This learning style and instructional technique were traditionally thought of as the way that the majority of people learn. We now know that this is not true. Not everyone learns best with a single instructional technique. Students actually learn best through various styles: personal meaning, conceptual learning, how things work, and self-discovery. In addition to having differences in learning styles, not everyone is smart in the same way, individuals are intelligent to some degree in different areas. (Manner,
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...