Science Learning Resources

As I was reading Ch. 7- Inquiry Learning Opportunities in our Science Methods text, I almost immediately stood behind what I was reading.  Classrooms where students complete science projects and science fairs, in addition to everyday science learning centers seems so appealing.  These activities not only engage students, but also contribute to overall inquiry learning in the classroom.  Because projects, fairs, and centers almost all include some aspect of choice and independence, incorporation of these into the classroom allows for almost "built-in" classroom management, differentiation, and incorporation of various learning styles.  When students are truly interested in something they are working on, have a choice in a specific subject matter, and a feeling of independence while working, many classroom management issues are immediately not even factors.  In terms of differentiation, learning centers offer many ways for scaffolding instruction.  I especially appreciated the idea of pairing students together of different reading levels so that both students can help each other at a science learning center together.  While considering all of these productive classroom and school ideas, I was also intrigued by the idea of science learning resources outside of the classroom. 

In particular, exploring places outside of the science classroom can become a very rewarding experience for students.  While working at a children's museum during this past summer, I gained a great deal of understanding for how museums can supplement material in the classroom.  In Ch. 7, Peters and Stout remind the reader to "place special emphasis on the reason for the trip". (Pg. 148)  This allows both teachers and students to have a focus, particularly if the trip includes a larger museum.  The museum where I was employed had such a large variety of science related exhibits and interactive activities, that a school group almost always had to consider a particular content focus before entering, to prevent suffering from information overload. 

I strongly advocate for students, when financially possible, visiting museums in school groups.  Students will further their inquiry studies by actively working in the museum and participating in science as a learner.  As the authors point out in this chapter, museums are most definitely not what they used to be.  Museums have evolved to be much more relatable, interactive, and inquiry centered places of enjoyable knowledge.  In my social studies methods course, we recently visited The History Center in Cedar Rapids.  This museum demonstrated pointedly the idea of the evolution of museums.  As a student, I remember visiting particularly well-done museums that were relatable to my life and very interesting.  Students, when given the opportunity, should utilize the out-of-school experiences to continue their learning.  This idea of informal learning, I believe, should be integrated whenever possible into classrooms of all shapes, sizes, and ages.