Science is delving into the unknown, incorporating knowledge, curiosity, making new discoveries, observing and enquiring beyond and out of bounds. It has bonds with many subjects such as philosophy, math and English. Humans ask how, and science tries to answer why. Through observations of the natural world or experimentations in laboratories or even the classroom we are attempting to find something out. We are constantly learning new things everyday that changes our attitudes and beliefs about the world. Science is important because it allows us to open up avenues that can't be explored by English and religion and such science allows you to blend the basics of English and maths as well as other basics such as art, geography, to understand the world better.
Children are like philosophers, having a thirst for new knowledge and open to new experiences. Children pick up on many things that adults will miss out on which incorporates everyday science such as observing and noticing the patterns in a leaf or looking at the beauty of a flower. We should be encouraging children to think and appreciate that there is more to and behind the natural world then we can see.
Children can understand and make sense of the world if they are given the opportunity to think, be curious and ask questions. (Sharp et al, 2002)
Sharp et al 2002, suggests for children to value and make sense of their surrounding they must be given the opportunity to be inquisitive, observe and take in what they see visually. To think is to do. It is important for the children to observe and contemplate such as, the growth of a plant, and for the information to absorb and sink in, before we leap into the theory behind it. They should be given the opportunity to e...
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...d on scientific knowledge or even their everyday experience and what they observe such as mum breaking jelly up into little bits to help it dissolve faster.
Constructing graphs also allow pupils to draw up results and see change. For young children, it can be done on a computer with the help of a teacher quickly and easily.
It is helpful if children reflect back and on their knowledge and understanding to make sense of their investigation and its results. They can talk about what they think, why, explain etc.
Younger children like to be correct so may find it difficult to be truthful about their results so it is important to talk about the investigation and ask for their ideas and opinions to still actively engage the child and ascertain that it is not so much about being correct but looking at the process so they don’t lose interest or get disheartened.
Children have their own views of the world. they do not see it as adults do, and they do not see it as other children do. the world is, at this point, a product of their imagination and whatever information they draw in from the world using their senses. (wilkie 100)
Kidwatching shows many different things when it comes to collecting data on how a student or student’s learn over a period of time. When doing kidwatching observations, it is important to monitor everything that could have an influence on a student’s performance. Different things such as resources, environments, interactions, etc. are a few things that can affect a student when it comes to learning. Being able to kidwatch at Killian Elementary, I’ve been able to collect a great deal of data when it comes to seeing a student as a scientist. This opportunity has allowed me to look at teaching science many different ways that can show how much students are interested and how much he/she understands.
Björklund, D. F. (2000). Children‘s thinking: Developmental function and individual differences (3rd. Ed.). Belmont: Wadsworth.
Jean Piaget (1896 – 1980), a Swiss psychologist, portrayed the child as a ‘lone scientist’, creating their own sense of the world. Their knowledge of relationships among ideas, objects and events is constructed by the active processes of internal assimilation, accommodation and equilibration. (Hughes, 2001). He also believed that we must understand the child’s understandings of the world, and this should guide the teaching practises and evaluation. The fundamental basis of learning was discovery. To understand is reconstruct by discovery, and such conditions must be compiled...
Next is the concrete operational stages which continues between the ages of seven and twelve. Children see the world from a less egocentric point of view as they begin to see the world in relation to others. Through the use of manipulatives children are able to begin thinking logically. It is imperative that students are offered opportunities to interact with their environment and construct new
Before that, children were thought to have less intellectual abilities than adults. This theory models the steps children move through in thought and logical thinking, how their learning differs from adult learning, and the importance of mastering one stage before moving on to the next. The way that children grow and develop their viewpoint of life depends on their ability to form a baseline of knowledge, then question and cognitively think through how an experience differs.
My observations have led me to realize that children are capable of learning a great deal when they are stimulated by fascinating things and activities coupled with being given the time, attention and guidance needed “children are capable of great concentration when they are surrounded by many interesting things to do and given the time and freedom to do them” (Teaching english to young learners, p. 25). Also, that personal experience and social experience cannot be
I knew very early in life that I enjoyed working with children; I am drawn to their eagerness to learn, their trusting nature, and their inquisitive minds. It has always been a joy for me to be around children, who are eager to learn. Children are thrilled when an adult takes time to read to them. After hearing a story only a couple of times, they are like a tape recorder set on replay. Their thirst for knowledge is overwhelming. At the elementary level, children also tend to have a very trusting nature. They rely heavily on their elders for guidance. Most children are very honest with their feelings and don't try to hide them. This is a crucial time in a child's life; it is a time when teachers and parents should be molding them for the future. It seems their minds are always working on something which makes them extremely inquisitive. Their curiosities seem never to be satisfied. Children are always asking "why?" even when they know the answer. The inquisitive child wants to know the how's, when's, and where's of everything.
Swiss psychologist Jean Piaget’s theory of cognitive development describes his belief that children try to actively make sense of the world rather than simply absorbing knowledge as previously thought. Piaget’s theory claims that as children grow and develop they experience four different cognitive stages of life. As a child grows through each stage they not only learn new information but the way he or she thinks also changes. “In other words, each new stage represents a fundamental shift in how the child thinks and understands the world” (Hockenbury, page 368).The first stage of Piaget’s theory, known as the sensorimotor stage, begins at birth and continues on until about age 2. As the name suggest, this stage is when children begin to discover
When an adult tries to find a solution to a problem they factor into their thought process what they think to be possible and impossible. A child has a huge advantage in being unnaware of the seperate worlds of possible and impossible. A child will follow a line of thought that may include many "impossible" things in their effort to find a solution. Whereas an adult would follow a thought utill they found something to be unachievable and would likely restart the process. This would seem to be the most efficient way of thought, but what makes a discovery real is something impossible becoming possible.
By the age of three a child's brain is three quarters of its adult size. From infancy to the age of two development is very rapid (Santrock, 1996). For this reason it is essential for the child to be able to explore their world around them. By exploring children will increase their knowledge and understanding of the world.
...earning story with noticing, recognising and responding is crucial, and it is imperative that teachers take the time to learn how to assess a child correctly.
It is important for children to be able to develops the necessary skills to make sense of data, memorising information is no longer the most key skill for children to possess (Inquiry-based learning, n.d.). Inquiry-based learning is defined by Lutheran Education Queensland (n.d.) as seeking for truth, information or knowledge and understanding and is used in all aspects and stages of life. Inquiry based learning assists children with learning by developing critical and creative thinking skills. The twenty-first century requires “young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully” (ACARA, 2016b). According to Touhill (2012a) Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
When assessing young children in particular it is important to look for more then simply right or wrong. An in depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to critiqued in more then one way to be sure that they really do ...
Furthermore, by introducing shared open spaces with other classes, we can bring out the full potential of the children physically, mentally and emotionally. They will have more sensory play when exposed to a wider range of materials outdoors more often. The importance of sensory play is supported by Jean Piaget’s theory of cognitive development in the sensorimotor stage which states child’s intelligence is developed by the basic motor and sensory explorations of the world around them.