The Learning Area Of Science

Elementary children during this plane of development are naturally curious and exhibit a inquisitiveness in living things and the study of plants and animals. "Our experience with children in elementary schools has shown us that the age between six and twelve years is a period of life during which the elements of all sciences should be given. It is a

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

These lab equipments and books reflect the scientific knowledge and skills program, which is part of our learning learning framework. “Science learning during the early childhood years encourages children to discover the world around them and refine their understanding of it” (Fuentes, 2010).

During the course of the year, we learned about the Investigation-Colloquium Method (I-CM) of the teaching science which emphasizes that children learn more by interacting with their peers, sharing their thoughts and collaborate information among themselves. As the word colloquium suggests, it is an informal gathering of peers during a discussion, it is during this discussion children expand on their learning experiences. This method is similar to what Vygotsky would have considered as the “Zone of Proximal Development.” His theory suggested that during a colloquium children tend to sharpen their perception which will, in turn, promote mental growth. As a future teacher of science, my goal is to base my lesson plans on the I-CM method by using it as a benchmark for my instructional practices. Some of these approaches would include concepts, materials, investigations, use of data charts, creative dramatics, and closure to name a few. Each of these subcategories of I-CM further enhances the concept of this method which will be discussed later in further detail. However, in my opinion, the role of a teacher is the pinnacle entity for a successful colloquium among children and an even more successful pedagogy of science.

The Student Center for Science Engagement (SCSE) at Northeastern Illinois University (NEIU), a Hispanic Serving Institution (HSI), was established in 2008 with the mission to support students majoring in science, technology, engineering and mathematics (STEM) disciplines with the challenges they face in their academic and career development. Mentoring relationships, critical components of the SCSE’s influence, are fostered by the SCSE’s advisors, mostly Ph.D.-level minority scientists. Accessibility to STEM professionals who reflect the student population has allowed students to envision themselves as scientists. SCSE advisors have systematically implemented holistic advising including but not limited to major and career exploration, research

Children are naturally curious about the world around them. Once a child gains mobility it is a constant exploration to absorb all they be able to. Bringing this exploration into the classroom is the focus of this lesson. It is created to both allow for investigation and to present their discoveries to others and share what they learned on their expedition. With educational funding as it is today it is difficult to take students out of the classroom setting to explore their world so it is up to teachers to creatively find ways to incorporate the outside world into the classroom. Using technology, students’ imagination and a few objects of interest you can construct a world of discovery in your own classroom. Through this lesson I have

This particular article talks about Scientific Literacy Project (SLP) and how it is incorporated into a Kindergarten classroom. The SLP believes that science involves asking questions about the world around us and seeking answers to the questions. The process involves predictions, summarizing, and communicating to other what they have learned. The ways that the activities are developed is by: learning science through inquiry, social interactions and science talk among children, and book reading that stimulate children’s interest and knowledge of science. There are also six study units, two including: Force and Motion and Marine Life as

The study found that the majority of students held a naïve mental model of the night and day cycle. The study also identified several other mental models that students believed that were not based on a scientific model. As a result of this study, teachers could find new methods for teaching the night and day cycle that correct misconceptions that the students may have about the cycle. The researchers also say that the findings implicate that a change in curriculum may be important in order to keep these misconceptions from forming in the first place. The researchers suggest introducing the concept of a spherical earth at an early age. Researchers suggest that using models to demonstrate this concept is effective for young students. Sackes mention that (2015) “science activities conducted with young children should be inquiry based, informed by the children’s existing mental models or ideas regarding the targeted phenomena, and present developmentally appropriate hands on activities that invite children to be physically, mentally, and emotionally active participants in the learning environment.” (P. 1005). This is why using models is important for young

It is also intended that the science lesson take place in the evening on a weekday at Sarah’s residence as she is used to having classes at home, and Adele is also used to the environment. A separate room free from distractions and equipped with a white board, internet and computer access is available for the purpose.

Three to five-year olds have been exploring water all their lives, whether in the bath, as a sink, in the rain, or on a beach. Ideally they have had regular opportunities to explore at the water table area in the classroom too. The open exploration of water builds on children’s prior experiences by giving them plenty of time to explore water with materials selected to highlight water’s movement and its ability to take the shape of its container. In addition, open exploration introduces children to science talks with the whole class, which continue throughout open and focused explorations. Science talks give children opportunities to reflect on their observations, experiences, questions and theories, and they create a group sense

Children start learning science through their observation, exploration and curiosity as toddlers, much earlier before they hear the word ‘science’ uttered by an adult. Later, they gain a better insight about science by involving into play activities, learning the hidden concepts through an adult’s guidance and scaffolding. So, science is an integrated part of the Australian curriculum that runs from the foundations year to the school final. It is imperative for the educators to plan science experiments for children, that will be an enjoyable experience for the children, embracing learning experience aligned with curriculum appropriate for the age. The following case study would throw light on a child’s experience

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

Three scientific process skills that are used in pre-school classrooms everyday are the basics; observing, communicating, and measuring. These skills are important to incorporate into the classroom because not only are they part of the scientific process, but they are things that children will carry with them and use all the time. An example of how to stage an activity based on observing could be the bug lifecycle. This week the class is learning about the butterfly lifecycle, so the teacher brings in a monarch caterpillar. Every day the students get a turn to walk up and observe the caterpillar to establish if there has been any changes, little do they know that in a couple of days the caterpillar will be snug in its chrysalis. Next would be communication.

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

Knowledge can be accepted or refuted, hence what determines accepted knowledge? I believe ‘accepted knowledge’ is that which has been tested whereby sufficient evidence has been collected to support certain knowledge claims. However, it is important to consider times when knowledge has been refuted. Despite strong belief that we possess objective facts, through research and technological progresses, such facts become re-interpreted in light of new evidence and discoveries. Personally, discarded knowledge refers to theories or laws being dismissed as new-found information proves more accurate. However, knowledge can also be amended as it is evolves. Knowledge is often discarded or amended due to technological progresses or changing social trends. Taking both a natural and a human science in IB, I feel that knowledge is more readily discarded in the natural sciences whereas in the human sciences knowledge is amended as certain theories evolve. This suggests that knowledge is not static hence leading to the main knowledge issue which will be explored: “To what extent is knowledge within the human and natural sciences provisional?