Exploring The Earth

Stephen Jay Gould, a paleontologist and evolutionary scientist, in his essay “Women’s Brains” (1980), argues that previous claims about the intellectual superiority of men over women are based on misinterpreted experimental results and therefore hold no scientific significance.

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

Hence children have misconceptions on the weather elements and changes in the environment (Reference book Year 1) Probing questions and discussing with the students about the moon’s phases

Proof of Student Ideas: I will quote the student, explain their misconceptions and link findings to relevant academic literature.

Are both boys and girls equally involved in math and science experiences? Explain how you determined this.

The authors of two articles aim to discuss about gender difference that exist between the boys and the girls in depth, of course, from their own perspectives. Similarly, Orenstein and Stabiner both explore the norms and beliefs that exist in classroom through subjects, like math. Stabiner indicated in her article, brain research has shown us that girls and boys develop and process information in different ways, and they do not even use the same region of the brain when they do their math homework (Stabiner 328). According to the observations of Orenstein, the performance in math class between Amy and other people is very distinct. Boys often lead and dominate classroom discussions. They raise their hands more often to answer questions than girls. However, though Amy is a bold and brassy when getting along with her peers, she performs quite nervous in the class. In

Zangori, L. & Forbes, C. T., (2014). Scientific practices in elementary classrooms: Third-grade students’ scientific explanations for seed structure and function. Science Education, 98, 614-639.

Infants of both genders have the same capacity for proficiency in math, but as they get older, more barriers seem to appear, which separate the results of males and females (Spelke). Women have one major barrier that men do not have: their responsibility to bear children and tend the household. This lead some females to believe that they do not have to excel in math and science fields, or at school in general, because they will one day stay at home and take care of their children and family. While women must focus on both their family and their studies, men can work and study without this pressure (Sternberg). Researchers have identified other differences between males and females, including advanced spatial skills in males and superior verbal skills in females (Spelke). The studies collected, however, do not supply sufficient information on gender differences, and therefore lack enough data to support any findings

Without realizing it, children grow into amateur scientists by making predictions and observations, and even develop analysis skills.

The reading by William McComas covered the ten most popular myths in the world of science. Widespread believed myths such as a hypothesis being nothing more than just an educated guess and the idea that science can answer all questions were mentioned in the text. The author not only lists the ten myths but also debunks them with explanations and states that students such as myself believe most of these myths. He attributes the belief of these myths by students to a lack of science philosophy content in teacher education programs and the misguided teaching of the nature of science in high school textbooks.

Most of this gender disparity starts early. As early as in grade school. Young girls are rarely motivated to take Math and Science. This can be problematic because studies show that a lack in intellectual belief can in turn inhibit intellectual growth. There is also that persistent unconscious bias that Science and Math are male fields while females tend to do well

Typically, our society describes “male” behaviour as aggressive, assertive, competitive and interested in exploring things. While “Female” behaviour is described as collaborative and supportive. There are often made up generalisations and assumptions that girls are better readers and their literature and writing skills are exceptional than boys and boys are better at the subject of maths and science, which can lead

Science is the process of observing, thinking, and reflecting on actions and events, for young children science involves constructing the relationship within which the factual information can be organized into meaningful concepts ( Brewer, J.A,2007)Therefore, engaged in the science and discovery centre children will firstly, gain the knowledge the basic science concepts and show the familiarity with the terminology. Secondly, children would adopt the scientific skills for observing, communicating, comparing, classifying, organizing , measuring and experimenting. Thirdly, being involved in the science and discovery centre children will develop dispositions, and show interest to investigate unusual objects and events. Likewise, children will

Dr. Laura Allen has spent years studying the brain tissue of both boys and girls. She said, "As I began to look at the human brain more and more, I kept finding differences, and about 7 or 8 of the 10 structures that were actually measured turned out to be different between men and women" (Men, Women). Basically, it is best to always try to learn about human nature, that way we can educate people to prevent them from misusing the information. She claims, "knowledge we get is better, we can alter our education system for more equality" (Men, Women).

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational