Guided discovery approach to science learning emphasize how to find answers, as well as what can be learned. There are several characteristics of guided discovery science which includes valuing and rewarding curiosity as a valid learning tool. Discovery science encourages students to creativity attempt to try to solve a problem which can lead to a better retention of the concepts attained. Discovery learning also gradually replaces child’s intuitive explanations of the unknown helping the child retain both profound and beautiful aspects of natural occurrences. Additionally, it provides a means of focusing the attention of the restless child, the anxious child, and the bored child. It is interactive and appealing for resistant learners as it allows more physical and social involvement than the more structured forms of schoolwork. Discovery science provides an intriguing path to the goal of developing children’s intellectual potential. It also …show more content…
allows multiple opportunities for cross-curriculum activities. Lastly, guided discovery science recognizes and builds on the central importance of emotional engagement to thinking, doing, and understanding. 2. Compare and contrast the two science organizing approaches: child-instigated experiences and teacher-instigated approaches. Child-instigated experiences and teacher-instigated are two distinctive approached to organizing socially facilitated science activities. The first approach, the child-instigated approach, is ideal for very small classes of preschool children, for nurturing the induvial interests of gifted older children, and for creating an atmosphere of inquiry in the classroom. Incidental science can occur at any time or place, whenever a child’s curiosity is aroused by something significant and intriguing. The teacher capitalizes on the child’s discovery by asking questions that lead to further discovery on the child’s behalf. Teachers of young children urge them to make time for these spontaneous investigations as they add freshness to the classroom and create a partnership in the knowledge business between the children and the teacher. The teacher-instigated approach, however, is more practical in this era of standards, both state and national. Although the 1996 National Science Education Standards continue to offer a useful and comprehensive array of concepts, skills, and dispositions to the states and districts, revisions are currently underway, led by two specific groups – state governors and chief state school officers. These two groups are crafting Common Core State Standards to cover all K-12 content areas. Additionally, teacher-instigated approach attempts to classify multiple types of contents into student learning such as technology, engineering, and math. 3. What is the difference in divergent and convergent questioning? Divergent questions are open-ended and are useful for generating several appropriate answers. Convergent questions can only have one, correct answer. 4.
Why are divergent rather than convergent questions preferred in teaching science?
Divergent questions are favored among teachers as they allow students to discover science topics on their own and be creators of knowledge. After a student has participated in the act of discovery, they will be able to deepen their knowledge on a specific topic.
5. Discuss the purposes of divergent questions.
There are several purposes of divergent questions including instigating discovery, eliciting predictions, probing for understanding, promoting reasoning, and serving as a catalyst. Other purposes for divergent questions are encouraging creative thinking and reflection, and reflecting on feelings. Each of these things are essential, yet beneficial, purposes of divergent questions.
6. What are convergent questions beneficial for?
There are three specific benefits for convergent questions. These including directing attention, recalling temporal order, and recalling prior conditions.
7. From the text, what purposes do discussions
serve? Discussion is a very important part of student learning. There are three types of discussions – introductory discussion, small-group discussion, and summary discussions. Group discussions are the time to introduce new, accurate vocabulary to children. They also allow children to learn from one another if they teacher models respect for the ideas and experiences that children express. A good discussion puts the teacher in the catalyst role by empowering children to think and express their ideas. The catalyst teachers also underscores what children accurately contribute, adds bits of information to expand those ideas, and clarifies misconceptions that might still linger. The teacher essentially summarize the various points children make in the discussion. Group discussions are most successful when they are guided with the goal of stimulating children’s thinking and reasoning powers.
Questions to Think About - The following questions should be answered in your journals. The purpose of these questions is to help you understand the meaning of what you are reading. Read the questions before you begin to read and think about them while you are reading.
o to be able to seek what one feels to be a broader understanding on the fundamentals
Part Eight will cover ways to acquire knowledge outside of the “classroom” setting. Travelling, field trips, or simply performing experiments in the backyard are a pleasant way to learn. Recognize and explore every opportunity to teach children how fortunate they are. The majority of children have a “skewed view of reality”. A unique trip, which altered my children’s life and made them appreciate everything they have will be discussed.
After reading, the audience might be driven to reflect on their own pasts and to explore the questions they have
... to think deeper and seek answers that can achieve higher understanding of the world around us. Though, as, one will find stated in many books and readings of philosophy, “be aware that seeking deeper understanding and delving into the depths of more awareness, one may bring forth more questions than answers “.
One thing that we as people like is to know everything. When we have a question(s), we often will stop at nothing to answer it. In the myth, Phaëthon wants to learn if the stories that his mother told him were true, that the sun god was his father. This drove him to make the journey to ask the sun god personally. This shows how he was drive to go and get the truth. In today’s culture, answering questions are also important. Most recently, for instance, Malaysia Airlines flight 370. MH 370 went missing during a flight between Kuala Lumpur, Malaysia and Beijing, China. With a Boeing 777-200er missing for close to three weeks, it is obvious that many people will be asking questions. Millions of dollars, and hundreds of ships and aircraft have been thrown at the problem in the hope that answers will come. Though we have small piece of evidence here and there, the full answer to the question of, “What happened?” is still in the works. Movie and book plots are also perfect examples of how answering questions are a powerful motive. Any good movie or book includes problems into the plot that the main character is trying to answe...
Jean Piaget (1896 – 1980), a Swiss psychologist, portrayed the child as a ‘lone scientist’, creating their own sense of the world. Their knowledge of relationships among ideas, objects and events is constructed by the active processes of internal assimilation, accommodation and equilibration. (Hughes, 2001). He also believed that we must understand the child’s understandings of the world, and this should guide the teaching practises and evaluation. The fundamental basis of learning was discovery. To understand is reconstruct by discovery, and such conditions must be compiled...
Eric’s only hope is that of using his type of teaching as a building block to discovery learning. Michelle, however, has to hope that someone like Eric has provided the basics for her students to succeed in discovery learning. Both theorists have given ideas that can ease Eric into this type of teaching and allow Michelle to remediate the basics if necessary. If the educators in our problem could provide a framework that uses all of these strategies, it would be the students, in the end, that benefited the most.
Throughout the novel, the questions helped to introduce the characters. In every questions we learned something new and unique about them. I think that helps to introduce the characters
Inquiry Learning is a way to make the student find their own answers for their questions (Lakes Matyas, Ph.D). Posing a question for the students is a way to get them started. Then, by guiding the students on their own different searches, they all come together in the end to share their findings to answer the question.
Guided discovery is a valuable tool. It encourages independence, makes learning more memorable; it's also a great tool when done in a group setting for example in a football meeting allows greater communication between coaches and athletes.
...achievement. The inquiry process is engaging and interactive. Students are learning, not only more science, but the study of the world around them. For all students, especially those with diverse backgrounds and learning disabilities, it is essential for inquiry to be provided with direct instruction, classroom support, and a guided process.
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).
The core idea of this method was individuals should actively gain knowledge for themselves with little guidance from others (Mayer, 2004). In order to do this, the ideal learning environment must promote individualized learning and engagement in hands-on learning activities that promote individual interests. There is also emphasis on inductive reasoning to problem solve. This means that students do not simply read or listen to instructor lecture, but take what they have learned and generate their own learning principles and hypothesizes. Contrary to mastery learning, the focus of discovery learning is more about the process of thinking and learning than the results of interventions. Also essential to this learning method is the need for delayed feedback. With discovery learning teachers give few prompts in order encourage more active thinking in students (Mayer, 2004). It is only after students have brainstormed their own ideas, that teachers provide some form of guidance and
By incorporating NOS in science textbooks, not only we will be addressing the problem suggested by Sutton (1998), but, also, as teachers, we will be reinforcing scientific expertise needed in to develop active citizens while attaining two roles in scientific understandings that are “knowing how” science was established and “knowing that” which is constituted of facts and scientific knowledge (Bellous &Siegel, 1991). Finally, Sutton’s chapter provides a concise framework for teachers and research scholars to view science teaching and scientific knowledge from a different perspective. Such that the science content and teaching should be viewed from the scientists’ perspective to the extent that collaboration between scientific community is needed to reach such