The main aim of this chapter is to introduce the study and its structure. Educators feel a sense of pride and accomplishment when their students perform well and feel badly when they fail. According to James (2009) stated that "Learning" is an internal process that cannot be observed directly (p.45). The change occurs in an individual's ability to respond in a particular situation. In addition Willoughby, a freelance writer and former science and technology specialist (2010) postulated that no two student enter the classroom with identical abilities, experience and needs, their learning styles, language proficiency, background knowledge, readiness to learn may vary widely within a single class group. With this in mind, educators across the country have been seeking out effective research-base practices in an effort to improve student performance. For decades, educators have sought ways of teaching science to make it more meaningful to students; however, these traditional methods had their disadvantages as many students still did not grasp the fundamental concepts. Accordingly, numerous researches have been carried out with the hope of finding the method that worked, the method that allowed for involvement among learners' and retention …show more content…
The teaching method employs memorization of facts as well as the ability to follow rules, execute procedures, and plug in formulas is lauded, and not only those capable of absorbing, accumulating, and regurgitating received items of information in this manner excel in traditional science classrooms (Hiebert 2012). The teacher's role in traditional classroom is to "provide clear, step-by-step demonstration of each procedure, restate steps in response to student question, provide adequate opportunities for students to practice the procedures, and offer specific corrective support when necessary", and the ultimate science authority is the textbook (Johnson & Johnson
Each day, the teacher would review the information and equations that were taught the day prior, to ensure that students have a clear understanding and are ready
They examined a unique model of collaboration in the U.K., that reflected how the research can inform teaching and vice versa. The study concluded that power and responsibility needs to be shared between researchers and teachers for the research to be relevant and meaningful. In other words, there is a need of an exchange of knowledge between researches and schools rather than a transfer of knowledge from researchers to schools. In my opinion, science in general should focus in the real-world experiments.
Reinhart explained that through a normal teaching method, the teacher presents information to the class through explanations and some demonstrations. Through this process, the teacher must first
Case study The case study entitled, “The Classroom”, is about a teacher, Frank Oakley, and his struggle to find the proper way to teach his physical science class. Since teaching requires preparation, we look at several different topics. It is important to note what lesson Frank wants the students to learn, however, it is also important to know the time allotted, materials at hand, previous experiences, and an objective. While the lesson is all taught at once, the teacher will focus on these main parts.
This diversity can be a challenge; covering the breadth of knowledge necessary within the given time constraints (Stephen P Day, Scottish Education). This can lead to a propensity for lecture like lesson plans which emphasise content rather than process. This fails to convey the kind of hypothesis based enquiry which is so key to every aspect of science as a whole, and ultimately diminishes learning outcomes (Armbruster et al 2009). “By placing students at the centre of instruction, this approach shifts the focus from teaching to learning and promotes a learning environment more amenable to the metacognitive development necessary for the students to become independent and cr Therefore in order to help children develop their ideas and conceptual understandings it is essential to provide opportunities to make links between their own ideas and other alternatives (Russell & Watt, 1992).
Educational Self-Analysis As students the people who we surround ourselves with have a profound effect with our motivational level. Our surroundings can emotionally impact our life for the better or worse. By reading the article “Brainology” by Carol Dweck has also showed me the mindset I have and reflect on the way I view education. like most Parents, my Parents want to see me succeed in school since they did not have the chance to do so themselves.
Every person goes through the process of attaining an education. Beginning at the age of five, children initiate learning through a system. They look forward to and are anxious about the first day of being taught. Children often imagine the academic experience ahead of time and act out what they believe their experience will entail. This behavior often leads to a game we call “school”.
Since I was a young child, I have always had a strong passion for learning. I’ve always been eager to attend school each day and see what new knowledge I can gain. For me, learning comes fairly easy. I usually don’t have to put much effort into learning new material or being able to pass a class; however, I do push myself to be the best student I can possibly be. Being a straight A honor student, I have realized that learning is all in the hands of the student.
Proven that he has a growth mindset, AP Frank nonetheless demonstrates to be a competent student as well; otherwise, he wouldn’t have been able to achieve what he had achieved. During high school, he learned what it takes to work hard, and he developed his competence with exhaustive study programs. On another occasion, when he spent an entire night on his expos paper, he managed an A minus even though he thought he had turned in his worst paper and was completely dissatisfied (Robbins, 2007). His grades are an another example of competence. Moreover, cognitive evaluation theory (CET) argues that social- contextual events that conduce toward feelings of competence can enhance intrinsic motivation.
This allows the student to think for himself. The alternative, “teaching by theory” focuses more on teaching through written instructions that the reader should follow. Teaching by theory is able to give the student long-lasting instructions to read, but the value of the instructions is not as great as the advice the teacher provided while the student worked. Since the student thought for himself at first, the advice will only make him better, and not something else. The instructions form a plaster for the student’s thoughts, while the advice caters to the student’s own unique thoughts.
A way to encourage scientific enquiry in the classroom is through the use of practical investigations. In the context of thinking and working scientifically, investigations are activities where children can use their conceptual understanding and knowledge of science to find solutions to problems and questions (Skamp, 2012). Supported by Ward et al. (2006) who say that the term investigation is used for activities requiring children to make choices about what to change and measure. Instances where science lessons are practical and focus on the development skills linked with scientific enquiry and where emphasis was placed on the children carrying out investigations independently, were the most beneficial (Ofsted 2010).
Examining arguments generated by year 5–7 and 10 students in science classrooms. Research in Science Education, 40(2), 149–169. Duran, M. (2015). The effect of activities based on inquiry-based learning approach on students inquiry learning skills. The Journal of Academic Social Science Studies, 32, 399–420.
Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.
I learned that science fair projects let students learn, use, and demonstrate the importance of science and the reason behind why things happen around us. As a future educator, I took away the idea that a student’s science project reflects what they enjoy and are interested in. I learned that students need to be prepared for active learning and given the opportunity to enhance their own learning. Rather than simply completing a project to fulfill an assignment, I learned that students need to emerge with a broader view of the importance of their research. After conducting interviews, I learned that students need to value science outside of the classroom and reach beyond the classroom.
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.