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Childhood - A social construction
Childhood - A social construction
Childhood - A social construction
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When teaching science there are certain principles we must put into consideration. Taking into consideration the principle “Children live for the present moment”. As teachers more times than we can remember when we introduce our pupils to a topic, we often see thrill and excitement in their faces. Often we wonder why, but as we would have learned, children live for the present moment. Their minds and imaginations are pure, they have no memory of the events/activities that are occurring around them and they are anxious to gain/obtain new knowledge. These are the experiences that they as children will have with them for a lifetime. So we as teachers needs to do the best we can to also try to live for the present moment with our pupils. With a pure mind set and imagination whatever experiences children are exposed to …show more content…
I strongly believe that this is true. “It is said that one of the simplest ways to be in the present moment is to be childlike”. Children have a pure mind set and imagination. They use their imagination to create their own world pertaining to their present situation. In these situations their imagination widen and they become creative thinkers. They are now at the stage of a beginner’s mind set where they are now starting the learning process. Everything is fresh and new to them and at this moment their attitude become positive towards life. They live just for that moment, they are in awe of everything. They accept these moment with pure hearts. They are often overjoyed and excited to be in that present moment. Hence teachers should plan an effective lesson to meet the needs of all their learners. They should try different teaching strategies since children learn differently. They should provide enough information on the particular topic and make sure that the children understand the concept of the lesson and also give them the opportunity to share their ideas and ask
In the Oxford English dictionary the definition of wellbeing is “a state of being healthy, happy or prosperous; physical, psychological and moral welfare.” In correlation with KE 206 module, wellbeing is indeed all these things but also how they shape and influence the lives of children and young people. The wellbeing of children and young people can be understood objectively and subjectively. Objectively, the wellbeing of children and young people can be understood by looking at and measuring basic needs in life food shelter and safety. The wellbeing of children and young people can be understood subjectively by asking how one perceives themselves, their own wellbeing and emotions. In general, wellbeing is also affected by external factors
It is the role of the educator to make sure the learning succeeds. Therefore, the educators need to guide the children and ignite their interest in solving the problem by giving leading question (Wurdinger, 2005). The educators need to state the purposed of the study to the children, so then they will able to relate it with their life (Wurdinger 2005). Roger (2010) mentions that the educators need to lead the children to do self-reflection and integrated the knowledge they have learned in the previous lesson with the current lesson. The educators need to attract and gear up their child’s interest in learning since if the children lost their interest in learning, they will frustrated and then getting bored.
...the outcome of the students learning, recall of the material, and social interactions as they move further in their education. Although these practices have been known to work well in the classroom, a teacher should still assess each practice as they are being utilized in order to know which practices benefited the students greatly and which practices did not help the students or may need improvements since every student does learn and retain information on a different level. These effective practices along with numerous other practices are important for incorporating a diverse learning environment, positive interactions, and lifelong learning, but it is how the teacher implements each practice that makes the difference in obtaining the results needed and making such practices effective and useful in not just the Science classroom, but any content area classroom.
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...
On my journey to become a science teacher, the development of my personal philosophy of teaching has provided me with the foundation that structures my teaching vision and values. I am committed to create a learning environment that models democratic values and embraces diversity to educate students to become responsible, productive and lifelong learners in a multicultural society. Furthermore, I am dedicated to develop my students’ language, literacy and numeracy using a wide range of teaching strategies and resources across all phases of learning, but, particularly, in the context of the science and technology. My teaching principles include my life time
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
Demonstrating knowledge of content and pedagogy is important and must be embedded in planning, because in order to be a great teacher you need to know what you are teaching and the best way to teach it to your students. If an instructor does not possess a deep knowledge of what they are teaching it will be difficult to successfully engage students in discussion, promote questioning, and answer their questions. Teachers with a strong knowledge of the content they are teaching are able to present new information by linking it to previous information, address misconceptions, and plan activities and exercises to successfully engage students. They also understand that not all students learn the same way and have different pedagogical techniques planned.
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Furthermore, teachers need proper training and the preparation because if a teacher knows the material very well and gives the students a well-written lesson plan, then the students could know about what is being taught to them. For example, the students could notice about what their main focus is on the subject. Furthermore, when a teacher hands out a handout; then it gets very easy to follow during instructional time in the classroom. Therefore, that is when knowledge of learning and
Science is what we live in, it helps us to understand and shape our daily live as we interact with our environment. The question and answer process lies at the heart of knowing and doing science. So as teachers we should create an atmosphere that is open and positive for our pupils when in the science classroom, So as to make them feel valued and motivated especially
The 2003 Trends in Mathematics and Science Study teacher survey found that 30 percent of instructional time in eighth grade science lessons was devoted to students listening to lecture-style presentations on new content or re-teaching/clarification of content and procedures (Banilower, Cohen, & Weiss, 2010). Science done without much depth is not the fault of the standards. The Next Generation Science Standards offer a strong framework for making clear that students must learn science in the context of doing science by engaging in scientific and engineering practices such as questioning, investigating, designing solutions, constructing explanations, and arguing based on evidence (Good science education depends on actually doing science,”
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
A prominent and unique feature of science education is “Practical work”. Students observe and manipulate real objects and they witness teacher demonstration by practical work. Practical work carried out by the students is an essential element of high standard science teaching.
...uable life lessons as well as traditional ones. They should know basic facts and be able to apply them. Teaching is all about getting your students to become better students when they leave the classroom.