Why? Bacause practical work is essential for developing student’s scientific knowledge. The learning of science should involve seeing, handling and manipulating real objects and materials and that teaching science will involve acts of ‘showing’ as well as ‘telling’ (Millar, 2004). In addition, students are able to communicate among themselves with the practical activity while committing to their task with their minds as as their hands. Students will be prompted to handle the phenomena at hand on conceptual level and at the same time promote to make links between the practical and theoretical understandings.
And one potential advantage of formal metacognitive theory is that it allows the individual to make informed choices about self – regulatory behaviours. As such Rech et. l. (1994, p.168) refers to the individuals who can make such choices as “producers of their own development”. Sources of Metacognitive Theories Content explains details as of how theories related to metacognition can bring about change. Schraw (1995) illustrates that there were three factors that could affect on metacognitive theories; cultural learning, individual construction and peer interaction.
This is important because students are able to understand the why behind the content and the process, and this enables them to own and self-monitor their learning. One disadvantage, though, is that the model seems to address only content without a holistic approach to teaching gifted students. Unlike the Parallel and Integrated models, the William and Mary model focuses solely on developing inquiry and research skills, while ignoring other things that, I believe, are essential to any curriculum for gifted students. The Parallel Curriculum model boasts many advantages; I love the holistic approach to planning that begins with content and follows each aspect of teaching, even lesson/unit closure! The four parallels (Connections, Core, Practice, and Identity) combine to provide an educational experience that accounts for so many of the needs of our gifted students.
The Summary of “Qualitative Research Technique for Data Collection”. In this summary, I would draw 3 main points of the article. First, the overview of the qualitative research which covers its definition and purposes. Second, I would describe concisely about the common methods or techniques respectively of the qualitative research, and thirdly, I would uncover the pros and cons of each of the drawn techniques in brief. Overview of Qualitative Research Qualitative Research is mainly about exploratory research.
One of the focuses of this semester was the ability to identify biological processes that require energy and explain why they require energy. In the work I completed I demonstrated being able to accomplish this. This occurred in several different projects, including the cellular respiration lab involving the respiration rate of germinating seeds, the potato core lab and the photosynthesis lab. In these labs, we were able to identify the biological processes that required energy for the different processes to take place to allow germination to occur. As the main focus of all of these labs was testing a
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.
These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. The formative assessment will help our teachers determine next steps during the learning process as the instruction approaches the summative assessment of student
Analytical Research It is a specific type of research that involves critical thinking skills and the evaluation of facts and information relative to the research being conducted. 3. Descriptive
stimulates my mind. I like learning about the science behind food, our body, and the environment. If I were made to choose between all the STEM related careers, I would choose teaching and Food Scientists and Technologists because I am interested in becoming a teacher. When you are a teacher, you can have a positive influence on a lot of people. You have the ability to inspire young children to become doctors and engineers.