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The role of critical thinking in education
The role of critical thinking in education
The role of critical thinking in education
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Children are naturally curious about the world we live in and are eager to ask questions to develop their understanding. Children should be given the opportunity to explore and discover new ideas for themselves. (Beckley et al, 2009, p. 196) The National Curriculum states that science should be taught in a way that develops the skills, attitudes and ways of working that express their scientific values by be curious, using their imagination, raising questions, working collaborate and performing practical investigations. (https://www.gov.uk/government/collections/national-curriculum accessed on 13.05.2014)
By children raising questions within science enables them to develop valuable problem solving skills. Teachers should aim to use children’s questions as often as possible, questioning as a process skill plays an important part of the scientific process. (Haigh, 2010, p. 76) When children are able to ask questions and investigate the answers, they feel in charge of their own learning and can feel extremely motivated towards learning. However, it is important not carry out investigations to reinforce existing knowledge as children will become disengaged if they already know the answers. Teachers are also able to assess their existing knowledge as well as their question raising ability. (Haigh, 2010, p. 86)
Not all questions will have a practical element to them, however the teacher does not need to do all the answering, group work and other members of the class may be able to answer the question. (Dunne, Peacock, 2012, p. 86) This will develop speaking and listening skills and will create discussions which enhances their critical thinking skills.
Children’s questions can be a positive starting point for helping teachers pla...
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...the questions in their lesson planning in order for children to explore any misconceptions they may have.(Haigh, 2011, p. 32) By allowing a child-led approach to scientific enquiry in a classroom requires flexibility in planning and performing practical investigations. It is important to differentiate within the classroom, children are able to scaffold other children’s learning, by using the KWHL grid will be able to scaffold children’s learning.
Teachers can often feel pressured by children asking questions as they feel that they are expected to know the answers, this can have an impact on allowing the children to begin science lessons with questions.(Ward et al, 2005, p. 46) Time is also a factor, teachers allocate a specific amount of time each week to fulfil the learning objective and feel that they do not have enough time for children to ask questions.
Allowing children time for controlled whole class discussion enables them to feel safe as it gives a stimulating open environment (De Boo 2004), helps them feel valued for their ideas when they share them (Wood 1998) also helping the teacher become respected by the children for allowing this (Alexander 2004; Pollard and Bourne 1994). Vygotsky (1986) argued that children perform at a more advanced level when working with their peers, in the plan there are multiple opportunities for children to work with other children to boost their self-confidence and develop their scientific thinking. Planning for class discussion helps teachers decide where to use it to benefit children the most (Devereux 2000; Harlen 1985). Cockburn and Handscomb (2011) agree that whole class discussion should take place at the beginning of a lesson using it to discuss what has previously been accomplished by the children and before any activities begin, but Edwards and Westgate (2005) argues that this would be irrelevant if children have no previous knowledge to discuss. In the plan whole class discussion in used at the beginning of weeks two, three and four to bring all of the children together (De Boo 2004; Harlen 1985) to discuss what they already have ideas about, also linking it to what they previously learnt in the last session (Mercer 2008). This is why in week one there isn’t a whole class discussion to start it is a whole class activity used (Turner, Keogh and Naylor 2011) to gain new interests from the children also inviting new ideas about circuits before any discussion linking to previous learning is
When teachers are asking questions to children, one idea they should consider is the type of questions they are asking. The two types of questions are open or closed questions. The best type of questions to ask are the open-end questions. These type of questions allow for children to give their own interpretation. Closed questions result in yes or no answers. Another concept to keep in mind, is the idea of the child’s system of thinking. Young children are very egocentric, meaning they think for themselves and don’t think for others around them. They are going to understand concepts through ideas that are similar to them.
Gatto argues that the students are taught just to memorize facts and that curiosity is suppressed. In my experiences, however, high schools have changed to have students be intellectually curious. As mentioned earlier, my science classes did not give answers. We had to test and discover what the truth is behind theories. We were given basic guidelines to understand and know what concepts to look for, but that does not limit one’s curiosity. There are multiple ways to write up an experiment to test a hypothesis. We had to make our own procedures and use them to learn. I had many nights where I was questioning whether my procedure would suffice in understanding the concepts at hand. I always felt that I could discover more and truly understand concepts at the fundamental level. Working on these labs, I learned better and I questioned more. Learning about gravity makes me question the universe. Learning about energy makes me question efficiency and natural resources. These questions make me want to learn more. Opposed to Gatto’s argument, curiosity is in every student and it is being expressed in school. It is schools, like the one I attended, that make students question and discover before being
Bass, Joel E., Contant, Terry, L., & Carin, Arthur, A (2009), Teaching Science as Inquiry, (11th ed.), Pearson Education, INC: Boston, MA.
Aim of this study was to investigate children’s scientific view of the earth, aged between 5-6 years and 8-9 years, and different mode of questions, open and forced-choice questions, elicited different responses in terms of scientific or inconsistent/non-scientific concepts of the earth. One hundred and twenty-eight children were asked to draw picture of and answer questions about the earth. The finding indicated children, aged 5-6 years, made more inconsistent/non-scientific and fewer scientific responses, whereas children, aged 8-9 years, made more scientific responses and fewer inconsistent/non-scientific responses. However, different mode of questions did not elicited difference responses as children found the questions confusing.
In this artifact, Inquiry-Based Learning this teaching method on student investigation and hand on learning. While using this method, the teacher serves as the facilitator who know, understands, and uses a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Instead of presenting the information with facts, or answering the question. She asks questions, pose problems, or scenario in which children think, explore, and investigate to come to an answer or solution. The teacher guides and support children always, but she doesn’t do the work for them. The purpose of this approach is to increase intellectual engagement
In conclusion, at primary level, science enquiry skills have evolved over time to encompass a flexible structure that allows children to explore, discover and acquire cognitive knowledge. Constructivists have influenced and advanced children’s learning, and teaching techniques, allowing misconceptions to be identified and readily adjusted.
This observational critique will plan, implement and critically evaluate two activities within a maintained nursery school, designed to develop early scientific skills through growth both indoors and out. The learning outcomes for the activities will be taken from the revised Early Years Foundation Stage Curriculum (EYFS) (EE, 2012) within one of the specific areas ‘Understanding the World’. It will also evaluate the important role of the practitioner when providing for the unique child within an enabling environment.
HARLEN, Wynne and QUALTER, Anne (2009), The Teaching of Science in Primary Schools, 5th edition, David Fulton Publishers
In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline. It is often shown in a way that resembles the scientific method (Wilke & Straits, 2005). The scientific inquiry model demonstrates four phases that involve students in identifying a problem and investigation using inquiry-based learning (Joyce, Weil & Calhoun, 2009). The four phases suggests that students are introduced to an area of investigation, then they develop a problem, next the problem is identified in the investigation and finally students come up with ways to solve the problem (Joyce, Weil & Calhoun, 2009). Science education is part of everyday life being that the skills learned in science, such as, the scientific method are used in solving problems that occur daily. Dalton, Morocco, Tivnan, & Mead, 1997 found that students seem to learn best by actually doing science, such as asking questions, designing experiments, observing, predicting, manipulating materials, and learning from their own mistakes. I believe the scientific inquiry model exemplifies an excellent way to implement inquiry-based learning by using the scientific method in any classroom; es...
However, prior knowledge can be seen as a problem as children rarely go to class with no existing knowledge of a particular subject, the problem arises when children have misconceptions within that subject, children do not come to the classroom as a blank sheet of paper with no existing information, but with their knowledge and experiences which are gained from their social environment either at home or school (aştürk, 2016). This knowledge is sometimes not accurate making it harder for a teacher to deliver the correct information. The students ' prior knowledge gives a clue of the misconceptions gained and the scientific conceptions the students have (Hewson and Hewson, 1983). In a teachers pedagogical practice, they should identify children’s
The paper takes a closer look misconceptions in science education. In this paper, first conception and misconception will be defined in the light of the article named “Children’s Misconceptions and A Look How Teachers Respond to Them” (Kambouri). Secondly, from what misconceptions can derive will be explained. Thirdly, how misconceptions can be prevented will be stated. And finally, the topic will be concluded.
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
88) in finding out what our students already know and helping them to ‘use that understanding to construct new knowledge’ (Vacc, 1993, p. 88). I agree with the author that the kind of questions that a teacher asks matter. Rather than asking questions that make students produce the memorised factual information, it will be worthwhile for teachers to focus on asking ‘non-fact seeking questions’ (Vacc, 1993, p. 90) which challenge the student’s thinking. Questioning can be used to provide students an opportunity to talk about what they know and explore this understanding to create novel connections. The article made me critically reflect on the questions that I am posing to my students. The article draws our attention to the power of questioning and what can be achieved through the right kind of questions. The author also made reference to a literature review (Vacc, 1993, p. 88 referencing Watson and Young, 1986) which highlights the difference between the numbers of questions being asked by students as opposed to teachers. Questioning helps students develop a critical and deeper understanding. I will be encouraging my students to ask more
5E Model provides the students in discovering new Science concepts with the help of their peers and careful supervision by the teacher. According to Vygotsky (1978), sensitive adults are of a child’s readiness for new challenges, and they structure appropriate activities to help the child develop new skills. Adults act as mentors and teachers, directing the learner into the zone of proximal development—Vygotsky’s term for the range of skills that the child cannot perform unaided but can master with adult assistance. These inquiry-based experiences include both those that engage students in direct experimentation and those in which students develop explanations through critical and logical thinking (Cramer,