Ch. 2 - Discovering Science through Inquiry

9/6/12

Ch. 2 – Discovering Science through Inquiry

Prompt: Construct a view of how you want to teach science in the future.

            While reading this chapter, I began to realize a few finite ways in which I would like to teach science in the future.  I agree with the focus on student inquiry, as this often replicates what scientists do in the real world.  Furthermore, student inquiry must be individualized and not standardized.  In my future instruction, I hope to constantly change the way I teach and interact with science in order to provide the best education possible for my students.  A quote on pg. 26 struck me as particularly accurate to my future approach with science, "the teacher's purpose is to provide the best materials and learning situations to make learning individually meaningful for each student."

            Encouraging students to inquire about the world around them through open thinking and communication in the classroom was an idea suggested in the 5E instructional model.  I hope to have materials and boards available in the classroom where students and even teachers can inquiry about certain science topics.  Using this instructional model to guide scientific thinking is not only individualized but also exciting and replicates real world science.  When considering my own past classroom experience with science, I often felt the way this chapter describes as "authoritative and impersonal" in classrooms today.  I want to excite my students about the world around them and constantly persuade them to ask questions. 

            I plan on utilizing the "science notebook" concept for any age in my future classrooms.  The science notebook allows for individual note-taking skills to develop, as well as organizational skills that can be applicable in numerous other subjects.  I feel that the science notebook allows students to see their own progress, and instills a certain pride in the fact that they have completed work just as real scientists do.  The science notebook can be used in groups, partnerships, and individually, allowing for multiple uses in the classroom. 

            As the chapter mentioned, I obviously plan on using the ZPD and scaffolding to aid students in thinking independently and striving to obtain outside knowledge.  I believe using scientific vocabulary or the "language of science" in the classroom helps students to appropriately describe what they are learning.  Much like an inquiry board, a vocabulary board would be infinitely helpful when dealing with science language.  My goal in the classroom is to allow for individualization while having students excited about science in their own forms of self inquiry.