<http://www.cotf.edu/ete/teacher/teacherout/html>. Uyeda, Steve, et al. “Solving Authentic Science Problems: Problem based learning connects science to the world beyond school.” Science Teacher. 69.1 (Jan. 2002): 24-29.
Analysis of the underlying logic of action and evidence from empirical studies show that developing Professional Learning Communities within schools can lead to increas... ... middle of paper ... ...Nelson, T. H. (2009). Teachers' collaborative inquiry and professional growth: Should we be optimistic? Science Education , 93 (3), 548-580. Phillips, J. (2003).
Science Educator, 21(1), 37-43. Pratt, H., Bybee, R. W., National Science Teachers Association, & National Research Council (U.S.) (2012). The NSTA reader's guide to a framework for K-12 science education. Arlington, VA: NSTA Press.
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.
While the content was thought provoking, intriguing, and worthwhile, the methods would need to be cleaned up to be able to cite this source as valid. Works Cited Pringle, R.M., Martin, S. (2005). The Potential Impacts of Upcoming High Stakes Testing on the Teaching of Science in Elementary Classrooms. Research in Science Education 35:347-361. doi: 10.1007/s11165-004-5599-z
In order to experiment, teachers have to provide students with manipulatives or materials to use to complete the experiment. A survey was completed by forty-eight elementary schools on the topic of using smart boards and hands-on experiences or materials in the science classroom. The survey was conducted in order to collect information needed to improve the science program. The research questions in the survey included, “Do elementary teachers feel prepared to teach science? Do elementary teachers feel prepared to use SMART Boards technologies to teach science?
Retrieved on 19 Nov. 2013, from http://www.edutopia.org/brain- based-research-powerful-learning Hassard, J., & Dias, M. (2013). The art of teaching science: Inquiry and innovation in middle school and high school. New York, NY: Routledge. Martin, R., Sexton, C., & Franklin, T. (2009). Teaching science for all children: An inquiry approach (5th ed.).
Inquiry based learning can be incorporated into all academic subjects throughout the curriculum. Science could possibly be the most effective subject to incorporate inquiry. 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.
A virtual lab can assist a student with the correct steps to take to perform a thorough scientific investigation. The depth of curriculum can be expande... ... middle of paper ... ...ion in the United States. Needham, MA: Sloan-C. Carmichael, A., Chini, J. J., Gire, E., Rebello, N. S., & Puntambekar, S. (n.d.). Comparing the Effects of Sequencing of Physical and Virtual Manipulatives on Student Learning and Confidence. Retrieved from http://web.phys.ksu.edu/papers/2011/carmichael-narst.pdf Finkelstein, N. D., Perkins, K. K., Adams, W., Kohl, P., & Podolefsky, N. (2004).