5E Lesson: The National Science Education Stamdards

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

The Chinese Proverb, “Tell me and I forget, show me and I remember, involve me and I understand”, applies to the 21st century skills that students need to have to meet the global challenges. Inquiry is a process of active learning that is driven by questioning and critical thinking. The understandings that students develop through inquiry are deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students. Inquiry-based learning follows a process that progresses through phases, but is recursive and reflective throughout (Library of Congress n.d). Furthermore,

This research article analysis is over the article Undergraduate student researchers, preferred learning styles, and basic science research: A winning combination which is published in the Clearing House Journal and written by Lori Woeste and Beverly Barham. This article can also be found in Week One Electronic Reserve Readings. In this analysis a summary of the article will be provided, the type of information discussed in the article will be given, as well as if the information in this article should be considered reliable and valid.

reading, they may ask questions to get the class really involved. For instance, the teacher can ask

Introduction The purpose of science education is not a straightforward concept, as it is ever evolving and dynamic to meet the needs of society’s expectations and values at that point in time (Ferrari, 2010). Science education should be nurturing, engaging and challenging in the 21st century classroom, catering for all students. We as teachers should encourage out students to explore the world, by providing motivation, engagement and education about the wonder and potential of science, we need to move the focus of our teaching away from the fact finding, memorising and formula driven practical that capture what school has become to our students today (Ferrari, 2010). Science provides a practical way of answering questions about our everyday lives, whether that is biological, physical or technological world around us ("The Australian Curriculum v7.2 Science: Rationale," n.d.).

The purpose of this literature review is to a) introduce science inquiry and the process, b) evaluate how science inquiry as a teaching intervention is used to engage linguistically and culturally diverse students, and c) present issues pertaining to the implementation of science inquiry in the classroom.

(Marsh, 2014). The teacher would ask open-ended questions when children are investigating; this is where I focused a great deal of attention because I wanted to understand what questions she would ask them. It fascinated me how she communicated with them, which encouraged the child to discover and learn on their own with support. She explained to me that we do not ask a them what they are playing with, instead, we should be asking them ‘what are they investigating?’one example would be to ask them, “where is the paper plane traveling to?”. Communicating like this has made me very aware of how I need to interact with them, it has improved the way I speak and

Students develop the skills of IL, through a guided approach and by combining their own experiences and motivations, with self-generated research questions, conversation and co-construction of information with peers and expert others. The end product is shared with others, giving students a sense of belonging and achievement, leading to improved confidence, competence and expertise, in addition to ameliorated self-regulation and direction (Kuhlthau, Maniotes, & Caspari, 2015). Models of enquiry, such as the 5E Instructional model: engage, explore, elaborate, explain and evaluate; assists students to tackle scientific concepts, within a guided framework and symbiosis with PBL (Poon, Lee, & Tan, 2012). The 5E Model, as employed within this unit of work, engages natural curiosity through development of questioning and thinking skills, while advocating group work and communication, for increased mastery of subject matter (Murdoch, 2006). Working scientifically as per the Science K-10 Syllabus (2013) is seamlessly interwoven throughout activities, engaging students in meaningful experiences which promote critical thinking and will transfer learning into the everyday (Cutter-Mackenzie,

Questioning is one of the “essential nine” instructional practices identified by Marzano, Pickering & Pollock, 2001. It is closely linked to higher-level thinking and Bloom’s Taxonomy. Teachers should design and use questions that engage students in higher-level instructional processes.

The objective 1(c)1.(i) was met in this course by the Inquiry and Integrated research papers that were written. The Inquiry paper assisted in meeting this objective by addressing specific theories that helped aid in proof about inquiry teaching. The inquiry paper also assisted in meeting this objective because it discussed different tools of inquiry that researchers discovered teachers would benefit from using inside of the classroom. The Integrated research paper assisted in meeting objective 1(c)1.(i) by discussing how academic disciplines can be connected through a specific lesson. Integrated curriculum was discussed in depth in the research paper and talked about the importance of facts and central concept principles.

There have not been many significant literature reviews about teachers using inquiry based instructional strategies to teach science and to plan units and meet curriculum demands. However, most literature that was found suggests that teachers that use instructional strategies in their unit plans and lessons give teachers an opportunity to meet curriculum demands. Doing unit plans and lessons with an inquiry-based approach works very well because of limited time elementary teachers have. A lot of times teacher can create integrated or cross curricular unit plans, which helps meet the demands of the curriculum.

Science, it is the foundation of modern humans. It is what allowed man to build pyramids, create tools, split atoms, and discover the universe. Without it, humans would still be living in caves. One would think that in today’s advanced society, built by science, we should be primarily focused on promoting the sciences. In our country, science and science literacy are being attacked by many different angles. There are opponents that are constricting the very foundation of what this country was built on. Lack of science literacy can be caused by several factors including the influence of religion, school curriculum, and more importantly the policies created by the government. If we want to avoid economic, social, and natural disasters, then we must change our views and policies to increase the number of science literate citizens which will advance the sciences.

Petty (2009, p. 162) discusses that teacher talk takes up 60% of most lessons and that it is a convenient method as little preparation or resources are required. This traditional teaching method usually measures student success on how well they recall information. The focus is on reproducing one correct answer and this does little in the way of developing student’s ability to question and investigate a topic themselves. However, the Inquiry Based Learning (IBL) approach is more dynamic than this traditional method as it activity involves the students in their own learning. Rather than students learning passively from the teacher and remembering facts they instead construct their own understanding and knowledge. Students develop a deeper understanding and become better critical and creative thinkers. Through personal reflection I began to realise that I was not giving my own students the opportunity to take ownership of their learning. Therefore it is this aspect of my teaching that I would like to develop to help facilitate a more open IBL approach. Dewey’s (1998) Constructive Theory argues that people construct their own understanding and knowledge of the world through experiences and then reflect on them.

Although the inquiry- and design-based instruction methodology can be traced back to John Dewey, an American philosopher of education reform, it has never been practiced on a wide scale in an American STEM classroom. The impact of the nCase program poses conditions for inquiry; therefore, the primary question being

Inquiry is the process that governs how students learn within the contents of science education. The textbook defined inquiry as the process that students should use to learn science (Martin, Sexton, Franklin, Gerlovich, & McElory 2009). They should be able to ask questions, use their questions to plan and conduct a scientific investigation, use appropriate science tools and scientific techniques, evaluate evidence and use it logically to construct several alternative explanations, and communicate their conclusions scientifically (Martin, et. Al., 2009). In essence, students should grasp the knowledge that is taught in science class, as well as share the finding in an educated manner with others. As we examine inquiry, we will discuss what research says about inquiry, determine how inquiry looks inside the classroom setting, discuss challenges that may arise teachers use inquiry based teaching in the classroom setting, and share a personal reflection on the benefits of inquiry teaching and learning based on the research presented.