Inquiry-based science

5E Lesson: Accordingly to Bell’s article for levels of inquiry, “The National Science Education Stamdards characterize inquiry instruction as involving students in a form of active learning that emphasizes questioning, data analysis, and critical thinking.” The level of inquiry that was planned in this 5E lesson is a guided inquiry. In this lesson plan, the students are investigating teacher-presented questions using student designed and selected procedures. As we may know, the less information

2. Praxis in relation to the practitioner inquiry As educators, we regularly take an action and considering the impact of the action. Then we analysing the results of the action by reflecting upon it and critically evaluate our professional knowledge and the effectiveness of our teaching. Further, we are altering and revising conceptions and planning following reflection. Finally, we are implementing these plans in further actions. In this process, teachers work collaboratively with other members

STEM stands for Science, Technology, Engineering, and Math. When talking about STEM education, it means incorporating these four subjects into school curriculums (NSF, 2015). Rather than teach these subjects individually, STEM education involves teaching all these subjects together. Instead of presenting this information to the students in a lecture form, they will learn this information in a hands-on environment. This allows students to explore through hands-on and inquiry-based learning. This type

‘Developing my philosophy of education: insights from key educational thinkers’ My emerging philosophy of education is being moulded and developed through experiences, influential opinions, thoughts and views. In developing my philosophy of education I hope to study the highly acclaimed theories and concepts from well-known educational thinkers like John Dewey, Paulo Freire, Maxine Greene, Ivan Illich, Maxine Greene, Postman and Weingarten. The insights from these well-known philosophers

Science is an aspect of life and something which is identifiable in every student’s lives as it is continuously extended, refined and revised. In the text, Taking Science to School, there are five points identifying why science should be taught science. The five reasons include “1. Science is a significant part of human culture and represents the human thinking capacity, 2. It provides common experience for development of language, logic, and problem solving skills to be used in the classroom, 3

regarding the limited working memory and its role in direct instruction versus inquiry instruction. Second, I discuss the relationship between learning and cognition and how learner motivation varies during direct and inquiry instruction. Next, I present an instructional model for conceptual learning that combines the unique strengths associated with both direct and inquiry instruction. I argue that using elements of inquiry and direct instruction in combination can overcome the weaknesses associated

lessons taught are inquiry based. Inquiry based instruction is centered on posing questions and establishing facts through exploration rather than simply presenting the facts to the students. With that being said, my cooperating teacher (CT) planned a very interactive Science lesson to get his students engaged in learning and doing Science. My CT told me that he did not have a specific book to teach with, yet he had essential questions and standards that needed to be met in Science. The lesson was

state that when students generate their own inquiry based discussions it aids in their development of understanding Science concepts and principles, along with achieving specific investigation skills as they analyse and collaborate with cohorts. The teacher creates an internal partnership by conveying this information to the principal at the staff meeting. The principal suggests that it would be a good idea to explore the student’s inquiries with a science project to help the students work through

dogmatists, inquiry was a difficut process which had to come to an end with some form of realization- something true or

the importance and relevance of science and technology in their lives now and for their future” (NESA, 2012). The story allows the readers to see the process and results of a fair test, giving the readers evidence based incentive to have inquiries, and be motivated to make changes regarding their water consumption, leading them to have admiration for the Earth resources. The story links to the Stage 1 Science Syllabus as it “identifies ways that people use science in their daily lives to care for