This post was edited by Margaret Lavallee on Nov, 2006
My initial reflection on inquiry included methods I used to demonstrate inquiry in my classroom. These methods included experimentation, individual research, and group discussions.
I think these fit in with what other people are doing as part of their science instruction. So that students will be able to internalize the lessons, I prefer more "hands-on" approaches to science teaching.
I have also used the 8 steps in the Engineering design process in my class as a way for students to interact in designing a product for consumer use. Students were able to see the connections between science concepts and applications of those concepts (ie. the scientific method).
I question the meaning of Duschl's "theory-driven observations". What are some examples of this type of "observations" versus observations from "sense perception"? Aren't they one in the same? Additionally, who are these authors? Are they graduate students doing a thesis? Have they ever taught science classes in the public school system? What do the following terms mean - "dissensus", "lacuna", and "epistemic"? These terms seem more "cognitive science" than what I deal with in life science. (Just a thought).
I do understand the "learning by design" concept (Wiggins and McTighe?)It takes a long time to develop lessons in that format.
In closing, if a middle school life science teacher were to implement the longer, inquiry lessons - how would that fit into the timeframe for completion of all the curriculum standards that need to be completed for MCAS tests in May?
My initial reflection on inquiry included methods I used to demonstrate inquiry in my classroom. These methods included experimentation, individual research, and group discussions.
I think these fit in with what other people are doing as part of their science instruction. So that students will be able to internalize the lessons, I prefer more "hands-on" approaches to science teaching.
I have also used the 8 steps in the Engineering design process in my class as a way for students to interact in designing a product for consumer use. Students were able to see the connections between science concepts and applications of those concepts (ie. the scientific method).
I question the meaning of Duschl's "theory-driven observations". What are some examples of this type of "observations" versus observations from "sense perception"? Aren't they one in the same? Additionally, who are these authors? Are they graduate students doing a thesis? Have they ever taught science classes in the public school system? What do the following terms mean - "dissensus", "lacuna", and "epistemic"? These terms seem more "cognitive science" than what I deal with in life science. (Just a thought).
I do understand the "learning by design" concept (Wiggins and McTighe?)It takes a long time to develop lessons in that format.
In closing, if a middle school life science teacher were to implement the longer, inquiry lessons - how would that fit into the timeframe for completion of all the curriculum standards that need to be completed for MCAS tests in May?
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