Summary of the reading
The reading this week, Doing
Science: The Process of Scientific Inquiry, provides a thorough explanation of the scientific process as
established by the National Institute of Health (NIH) and that National
Institute of General Medical Sciences.
NIH formulated this scientific inquiry process with the implementation
of the 5E Instructional Model. The process
was developed in this way because the “structure of this module enables
teachers to effectively facilitate learning and stimulate student interest by
applying scientific concepts to real-life scenarios” (Bybee & Bloom 2005). The
selection explains the goals of the scientific inquiry model and how the
scientific concepts are connected to the curriculum. The scientific inquiry model is tied into the
National Science Education Standards. Benefits
of the scientific inquiry model can be seen in the capability of ongoing
assessments and the implementation of science classroom and personal safety.
The reading provides a detailed section to explain how the 5E instructional
model is used to enhance active learning that is inquiry based. A chart is provides as a guideline to show
what both the teacher and student should be doing during each phase of the 5E
model in a science inquiry lesson. The
reading selection provides examples of timelines and formatted lessons as
well.
Ideas for possible proposals
A possible
proposal that uses the 5E instructional model as a framework to facilitate
science inquiry based lessons, might be surrounded around types of circuits. This proposal would be aligned to the Texas
Essential Knowledge Standards (TEKS) for 5th grade science. Specifically, TEKS 5.6(A) explore the uses of
energy, including mechanical, light, thermal, electrical, and sound energy
5.6(B) demonstrate that the flow of electricity in circuits requires a complete
path through which an electric current can pass and can produce light, heat,
and sound 5.6(C) demonstrate that light travels in a straight line until it
strikes an object or travels through one medium to another and demonstrate that
light can be reflected such as the use of mirrors or other shiny surfaces and
refracted such as the appearance of an object when observed through water. In this possible proposal, students would
explore the different types of circuits that are present in the real world. To engage
students, the teacher could lead a class discussion and demonstrate the effects
that a single light “bad light bulb” may have when using Christmas lights. To explore,
students would manipulate science materials in order to create different types
of circuits. For the explanation portion of the proposal,
students might conduct research regarding the real life connections that are
aligned with the learning objectives. The elaboration portion of the proposal
would allow students to find a real world situations where students will build
and design circuits that are developed for a burglar alarm. Finally for the evaluation
portion of the scientific inquiry proposal using the 5E model would talk place
in the form of a summative assessment based on the learning targets established
at the beginning of this lesson through the TEKS. One collaborator in this proposal could be
the El Paso Electric Company. The El
Paso Electric Company could allow students to take a tour of the Electric
Company as well as allowing students to take part in some activities that
enhance their understanding of different types of circuits.
Concerns and
questions for the readings or proposals
Often times in science lessons, when students are
working in groups, there is usually a person that takes the lead and sometimes
prevents others from participating equitably.
What strategies can be implemented to ensure that all students are
participating and communicate their voice when working in scientific inquiry
lessons where students may have different ideas about how to proceed with the
inquiry based problem?
References
Bybee,
R. & Bloom, M. (2005). at., Doing Science: The Process of Scientific
Inquiry.
Center for Curriculum Development. Colorado Springs, CO.
Center for Curriculum Development. Colorado Springs, CO.
Melissa,
ReplyDeleteYou are absolutely right often times when students are working in groups one student does usually take the lead and sometimes prevents others from participating equitably. There are also those groups of more than 3 students where one person chooses to do less work than the others and as a result the other members are forced to carry the person who is slacking because they don't want their grade to suffer. I think an excellent strategy would be to assign students different sections of the scientific inquiry method during different parts of a lab or lesson that way each student gets to benefit from the scientific method and also gets to learn the importance of each role and not have one student do all or most of the work. I think by doing it this way the learning is shared and then at the end after student have had the opportunity to experience the different parts of the scientific method bring them back in groups and have them discuss the different questions, etc... they came up with.
Melissa,
ReplyDeleteGreat job summarizing the article. Also, your proposal is well thought out. Your use of the 5E model is very appropriate for this type of inquiry. In regards to your question about how to avoid students doing more work than others, I believe that one way you can avoid this type of situation is my assigning the students roles. Some of the roles that I have used before include: Recorder, Researcher, Materials handler, and task manager an additional role is required I add safety manager. The distribution of responsibility assures you that each person is contributing and doing their part. Have you ever tried assigning roles?
Melissa,
ReplyDeleteI definitely see how your question regarding a student “taking charge” during scientific inquiry as possibly problematic for other student’s learning. My only option to cure this idea would be to give each student 1 minute on their own to speak of what method they believe they should use and why. Everyone else in the group is not allowed to speak until their turn. This way, all students are able to speak what they think would be effective and students are forced to learn how to use their listening skills.
I really like how your research proposal was based on something that could easily be applied here in El Paso. Especially since it is a profession that a child may want to pursue, its worth getting students into the office to see what goes on daily. Have you ever take your students to the El Paso electric company to explore this topic?