Section 1- Description of investigation
1. (a) What you did. Describe the aim of the investigation and the method.
Aim:
Our investigation was to observe the changes to different pieces of bread by exposing them to a range of varied conditions; the aim was to find out in what environment would the mould grow the quickest. In order to achieve, we left three slices of bread in different environments and condiments on them and recorded our observations over a period of 3 weeks.
Method:
1. Firstly we collected three slices of the same branded bread.
2. Decided on three different environments and conditions for the bread to be in. First environment we choose was to leave the bread in sunlight. Second environment we choose was to leave the bread
In many investigations there is a lot of time spent gathering ideas and information from relevant sources than spending it on the practical element of the investigation. (Chiappetta, 1997, p. 26).
For students to be involved in inquiry based learning science teachers have to help them obtain the information from different sources during the process so students stay on track. Gathering information is an important learning aspect of inquiry, as students need to read about a topic and apply this knowledge to their investigation. (Chiappetta, 1997).
Within inquiry-based learning students should not forget about problem solving as it has “the potential to engage students in authentic investigations and develop their inquiry skills”. Problem solving can also make more learning more meaningful and relevant for children as they are more engaged in the process. “Inquiry and problem solving are associated with the nature of scientific inquiry as well as instructional methodology” (Chiappetta, 1997, pg. 26).
The term inquiry also refers to three different categories of
(5) Learner’s communicate and justify their proposed explanations. (NRC, 2000, p. 25)
There is more validity regarding what students should learn about scientific inquiry than how teachers should instruct students (Anderson, 2007).
2. (b) Justify how you would incorporate your investigation into a science unit based on the 5Es in a primary school context.
The way in which I would incorporate my investigation into a science unit based on the 5Es in a primary school context is first I would engage the students and ask them if they know anything about mold and how it grows, I would look up different experiments with mold so the students can get an understanding of how it grows. The children would then be able to use whichever variable such as bread they like and then change the physical conditions around it such as the dark, sun. The children would then explain what they have observed and use scientific terms where needed to describe the results. After this they would then elaborate by extending their knowledge further, then they would have to evaluate their learning and how the investigation could have been
This experiment can be improved to further test the capabilities of yeast by adding an additional category. Changing the pH of the liquid that the yeast is in would allow us to see the effect of pH on yeast. A possible source of error is the temperature of the room. This can affect the data, and make the cold water warmer or the warm water cooler. To solve this problem, the temperature should also be measured at the 10 minute mark to see if the temperature has changed and affected the yeast’s cellular
Some background research had to be done before starting the experiment to prevent any faults in the lab. There are a few types of bread mold Aijith had described that could possibly grow during the experiment: Rhizopus, which can be gray or black, Penicillium, which varies between gray, green and white, Aperaillius, which is green-blue to brown and Fusarium, which is brownish or reddish in color (Ajith). All of these bread molds grow in different environments so the experiment may grow certain types depending on the temperature and humidity the bread is put in (Ajith). Also, according to Kemp, Paul, and Segal, the type of bread used in the experiment can affect the growth of bread mold because preservatives can slow down the growth of bread mold (Kemp, Paul and Segal)....
placed in a hot water bath. All four test tubes were left set for 10 minutes. 10 drops of the yeast
Have you ever wondered why one of your breads are molded and the other one still looks fresh in my experiment I will answer that question in my experiment. My project is “What Type of Bread Will mold the fastest between wheat and white. So I think that the wheat bread will start to mold faster that white because it has a lot more nurturance then white bread and nurturance is what mold needs to grow.
Inquiry-based learning is geared with a student-centered approach, where teachers use the scaffolding technique to help students move toward stronger understanding of the subject area. Being directed towards a Science class, Forrest discovered that the literacy skills of listening, reading, writing, and speaking are all components of the inquiry process and are essential to learning in a Science classroom. Methods of using inquiry-based learning in a Science classroom includes; active reading where students are given a purpose for reading, scaffolding or teacher provided guidance, and collaboration in small groups to provide feedback on a specific source. The goal of active reading is to help students focus their inquiries on specific topics in an effort to increase learning. Another discovery that was made is that Middle-school students enjoy gaining new knowledge, especially when it is presented in a social way where they can provide their own ideas and listen to the ideas of their classmates which further promote their literary proficiencies. The article concludes that using inquiry-based literacy strategies will motivate and engage students in all subject
The scientific method is not a new process in the classroom by any means. Most
Problem-based learning is a strategy that allows students to alleviate their doubts and uncertainties, investigate and find answers to their questions, and explore their curiosities about how the world works (Tillman, 2013). It is a method of teaching that is suited to the way the brain works, presents information in a variety of ways, utilizes different learning modalities, and provides experiences that are hands-on (Etherington, 2011). Students direct what is happening. It is intended to improve students’ ability to transfer knowledge to various settings and problems (Purichia, 2015). Problem-based learning gives power to students to research a problem, to take ideas from theory into practice, and to apply facts to actual situations
Siry, C. Ziegler, G.& Max, C.(2012)“Doing Science” through discourse-in-interaction: Young Children’s Science Investigations at the Early Childhood Level. Science Education. 96(2) p311-326.
The most significant feature of an investigative study is the precision and simplicity of the investigative problem. For a brief assertion, it definitely has a great deal of influence on the study. The statement of the problem is the central position of the study. The problem statement should affirm what will be studied, whether the study will be completed by means of experimental or non-experimental analysis, and what the reason and function of the results will bring. As an element of the opening, profound problem declarations satisfies the query of why the study should to be performed. The reason of this essay is to discuss the features of an investigative problem; in addition, the essay will center on what constitutes a researchable problem; the components of a well formed Statement of Research Problem; and, what constitutes a reasonable theoretical framework for the need of a study.
The scientific method is important to science because it is the foundation of scientific inquiry and without the contributions of many early scientists, there would not be a standardized method that helps to solve scientific problems or questions and there would not be a series of steps that can ultimately be used for more than just science. The scientific method is a process of experimentation. It is meant to explore scientific observations and data to reach a conclusion. In many ways it is the basis to reach a conclusion that is certain.
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.
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
Inquiry is an interactive way of learning. Students are actively engaged in their studies. Inquiry involves student-centered activities focusing on questioning, exploring, and posing explanations. The goal of inquiry is to introduce a new way of learning where students can learn about the world around them through active engagement in real-life examples. Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry.
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html