Open Exploration Research Paper

Play can offer children to learn concepts of science such as the structure of matter, know between force and motion, and diversity. P1

Play represents very important part of childhood that offers children developmental benefits because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. It also offers an ideal opportunity for parents to engage fully with their children that increase the strength of the relationship between the child and his parents. Experiential learning is learning through exploring, experiencing, creating, and discovering what 's around us. The science playground was full with games and activities, such as, there was a wooden box having holes from one side and glass from the other side, one person should put his hand in one of the holes and try to guess what is inside the hole and the other person can give hints to him. Also, there was another thing called “A Motion in a Dish”,

* Students have been studying the water cycle as a part of a unit about the Earth’s water. These following activities are for independent practices for students to show their understanding of the water cycle. These activities are to be used after instruction has been taught and is used for independent practice.

“There are a variety of ways in which the individual teacher can build positive and trusting relationships with students’ families, ways that place families in a more influential role in helping teachers develop and implement effective learning experiences for children” (Amatea, 2013, p. 56 & 58).The activity I chose for this week discussion board is on Science. The name of the activity is Bubbles. This activity is for Preschool/Kindergarten. It is designed to get the parent/caregiver involved in the activity. The parent/caregiver is invited to spend the day at school with their child. They will work together to understand how to make bubbles.

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

Prompt: Describe the early stages of the Age of Exploration. What events, people and inventions encouraged it?

We wrap up the conversation of the photograph of the water on the side-walk. Just like the previous photograph I show them the photograph of the rainbow and ask them “how do you think rainbows are form?” Once again I reminded students to use communicating in scientific ways poster board to answer the question. Students are given two minutes to think to themselves about the question before talking as a whole group. The difference this time around was that students were more engaged in the conversation than the first time. There were less reminders to use communicating with scientific ways poster board because students were more naturally use it in the conversation. Of course we didn't see all the photographs like I would have liked to because we ran out of

Vocabulary building enhances both reading comprehension and writing. As a part of your summer reading, you will be creating a personalized lexicon journal in which you record new words, write definitions and etymologies, and construct sentences with those words. You will be required to have a minimum of 15 entries. The words must be taken from different parts of the book (not all from the first 10 pages). The words should be regarding cultural and historical terms you do not understand.

Here is a simple hands-on experiment for elementary students that examine what items will float and/or sink. For this experiment, all you need is a bowl of water, a cork, a stone, a coin and a grape. Have students first predict what items will float and what items will sink in the water. Then have groups of students observe as they place the items in the water one by one” (Cox, n.d.). Another example comes from my grandson. While in middle school his 7th grade Civics teacher was fantastic at getting the kids up and moving. For instance, on Halloween the kids entered her classroom and it had been transformed into a mad scientist’s lab. All the kids were given lab coats and goggles. They had to “dissect” the constitution. She had fake body parts with pieces of paper containing parts of the US Constitution. They had to proceed to cut open the body parts and then assemble the Constitution on the board. To this day, almost three years later, my grandson can still quote the US Constitution because this one teacher was able to stimulate his mind to learn a complex idea. These are a couple of examples of hands-on learning; yet, there are many, many different activities that can be used in a classroom to help children learn and remember

This assignment is a case study of a child’s engagement, inquiry skills and understanding of physical or chemical understandings. There are two parts to the assignment that build to the final case study report. Part A is to design a science inquiry activity suitable for engaging a child at junior primary with physical or chemical science understandings that uses materials like water, sand, ball or tubes. At the next, it is needed to figure out how the planned inquiry activity links to the Australian Curriculum and the early Years Learning Framework. This report also needs to explain and justify the learning theory that underpins the activity and the proposed teaching and learning approach. At the last

Scientific phenomena take place everywhere in people daily life. The collecting items demonstrate a clear linking from the natural objects to science and technology and how the educators reform them to become meaningful items for the children to learn in their scientific activities. Each different paragraph will be clearly described in how to help the children develop the sense patterns, such as shading, similarities, differences, function and texture in which institutions should deliver this scientific knowledge to young children (NAECY, n.d) according to Early Years Learning Framework (EYLF), Australian Curriculum and Assessment and Reporting Authority (ACARA).

Children, even at early ages, construct explanations for how the natural world works based on their daily observations of nature and the information they are exposed in their culture. (Saçkes, 2015) Since most of causal explanations from children are irrelevant to scientific explanations and even hinder the learning process of scientific concepts, Saçkes conducts a descriptive research with 46 kindergartners to investigate their “mental models” of the day and night cycle to realize what restrains children’s minds, and what educators can learn from analyzing their “mental models”.

Our science class will quite often take us outside, with our feet and hands in the dirt. Occasionally, we even find ourselves in the kitchen, learning that by mixing just a few ingredients together, they can make a delicious meal or dessert. I try to ensure their day is full of fun education.

Volunteering children from a primary school in the Oxford area, in the UK, were video-recorded taking part into a practical investigation of objects that float and sink. Two video-recorded interviews were retained for the purpose of the study: one with Daniel, a 7 years old boy; and the other with Jessica, a 12 years old girl.

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing