This week has been a little hectic, the four readings i am supposed to synthesize are on how to teach scientific inquiry as authentically as possible to the process of real scientists.
that includes the complexity of experiments, making kids learn to use the same thought processes that real scientists use to solve problems, in cluding having complete control over the experiments, and creating their own sets of variables.
i found this to be very thought provoking, as a technology education teacher teaching about the nature of Technlogy, the connections are definetly there, as to how likewise when teaching about technology students need to have similar experiences to that of Science students to really understand the Nature of Technology.
In teaching science, the Idea that we cover too much in too little detail, is similar to the concerns that some of my favorite professors in Oswego point out in stating that students today riskbeing technologically illiterate, as well as scientifically illiterate. unfortunately, most people think, Oh yeah, i know what science is, yeah and I have lots of technology, you know, my cell phone, and computer, my car and my email and websites!
often people skip over everything that has come before the currect high technology, and it is almost as if we have forgotten that humans created all the technology we take for granted. mainly the low techn devices and processes that keep the world working, all the machines that do the separating and grinding, shearing, shaping and moulding. yes they are computer controlled now, and high technology, but the simplest tools and resources remain the same. likewise in science, we need to keep teaching the most basic skill of scientists, because without those skill science is crippled. we must use authentic inquiry in teaching science and teaching science with inquiry, not just teaching by inquiry.
I found this awesome site while helping a student research his design project.
Here is a great hands on idea for demonstrating the self assembly of molecules, or crystals.
using only paper.
Don’t forget this has cross curricular connections to students prior knowledge in Bio, (think DNA models) Chemistry, physics or geometry, even Technology Education (Geodesic structures, Epcot dome)
http://nuwen.net/poly.html
Carbon molecules, bucky balls, history of science, Fullerines, Leonardo Davinchi, lots of cross curricular connections!
The Use of hands on discrepant events to activate students prior knowledge and make authentic, tangible connections to real world applications and objects, especially in an interactive social peer environment can encourage the construction of knowledge through peer reinforcement. (given the teacher monitors closely the accuracy of the groups observations, the use of correct jargon and terminology.
Keep posted! -J
I ran into this great resource online, was searching for something else but found this.
http://www.arvindguptatoys.com/toys/
a great PDF
http://vidyaonline.org/arvindgupta/geewhiz.pdf
you can find this and much more in the directory of Mr. Arvind Gupta’s site. his entire site is basically a list of links. he is offering hands on activities and experiments that put kids in the drivers seat of lessons, gives them a toolkit for making their own experiments, and although some of them look more like busy work than inquiry, the principles and concepts behind the activities can turn into inquiry with a single “how” or “why” from a student. these are fun, and there are some great inexpensive ideas worth investigating!
*we all need good Ideas, cheap equipment and free materials.
“good cheap fast, -which two would you like?”
Well, I was teaching a Computer applications class how to podcast, so i said, Hmm… why not post my own!
Here a the test of the welcome message… post number 0 look for Podcast 1 and the RSS feed coming up soon! feel free to check out www.switchpod.com, all i use is a program on my thumbdrive called audacity portable and a mike. I can record and post anywhere!
More Science fun to follow!
http://media.switchpod.com/users/2007846/welcome.mp3
Here is the goal of this Pod/ Blog;
“The goal is to use the blog in two complementary and intentional ways:
1) to support your own synthetic meaning-making in ways that bridge your past experiences, your current work in schools, and our discussions at the university
2) to strategically nurture your own personal professional community that can support your beyond your Warner School program.”
(syllabus)
So the big picture I got during the first two classes, is that teaching kids using Inquiry based instruction includes making kids ponder over little mysteries about the natural world, and in doing so engaging them in the origin of science and scientific discovery. their resulting participation in scientific experimentation, and prediction immerses them in the nature of science, or “NOS” if you like Acronyms.
Now if only we can get enough kids curious and excited about the falling home prices, and failing banks and get them involved in solving the big world economy puzzle…. Maybe one of those kids in the picture will think about how he can help solve the bank failures that made the Joneses sell and move away by helping develop the computer model that can predict the world markets…
Or, we could take things a little further and notice the lack of smoke coming from the chimneys and realize that it is really the price of oil and fossil fuels that is causing this whole financial mess. The Joneses moved to the City so they could walk to work…