Science Inquiry Teaching and Learning Realities

Teach or Learn Science Foundations, Methods, and Critical Thinking

Jul 31, 2009 Donald Reinhardt

Science inquiry, for either beginning or experienced teachers or students, needs to be done right. It is easy to do this by remembering and using a few basic ideas.

An immense universe of science surrounds everyone, and for the teacher or student it exists and thrives — ready to be explored, studied and understood. From the electron and atom, to the planets, stars and the expanding universe there is one magnificent world of science — astronomy, biology, chemistry, geography, geology and physics, just to name a few. All science is approachable, teachable and understandable, but It is important to do science right, and to be focused and organized. Following are important principles and foundations for success in teaching and learning science that will last a lifetime.

Science Teaching, Learning — "Discipline with Delight "

Professor Eugene of Manhattan College in New York reminded his students in Freshman English that good and excellent writing should be characterized by "discipline with delight." That simple statement might well apply to everything a person does in life. Would that all could be disciplined and take joy and pleasure in everything they do. When it comes to teaching, learning, writing, or simply living, the practice of discipline with delight is a real possibility. Being human and realists, too, most people understand that there are factors that wear and grind at the best intentions. So, in teaching and learning, the goal should be disciplined , structured science inquiry, coupled with the joy and excitement of discovery which scientific inquiry provides.

Scientific Inquiry Teaching and Learning Basic Principles, Good Outlines Are the First Step

1. A science topics outline for a minimum of a month, or an entire academic quarter of 3 months, is required. Clear, precise decisions are made on science topics, their order of presentation and the kinds of activities. For each school type — whether public, private or home — these requirements are mandated either professionally, or personally.
2. Daily, subject or topic science lesson plans are needed also. For example, in Botany a single hour activity might be as follows: Plant leaves, read and explain text and discuss structure and function aspects and photosynthesis aspects (15-20 minutes); show pictures and pass around different types of actual leaves (maple, oak, pine needle, birch, hickory, zinnia, etc., 15-20 minutes); slides or video showing leaf structure and function experiment (15-20 minutes).

Scientific Inquiry and Logical Methods, Questions and Summaries, for Teachers andStudents

• Scientific method always is presented with its four basic components as an introduction for new students and a brief review for seasoned students. For beginning students an entire session on the scientific method is given always as the first or second lesson. The scientific method covers 1. observations 2. hypotheses 3. experiments and 4. results and conclusions or laws. A useful, insightful review is the scientific method.
• Experiments or lessons can be shown in outline form, from beginning to end. All the main ideas and definitions are outlined to promote and enhance understanding. The outline is an ordered, short sequence with brief aspects of the hypotheses, experimental procedures, and basic facts.
• Teachers should always encourage the student or students to respond with questions or comments after the complete explanation and presentation lesson.
• Questions and comments should never be feared, whether as a teacher or as a student, questioning is fundamental and foundational to good thinking and good science.
• Summarize today's just completed lesson, activity or experiment just before dismissal .
• Finally, conclude this summary with a brief, one minute insight into tomorrow's activity on science and a reminder for preview study and homework as the case may be.

To learn more click scientific method data and science papers.

Sources

Alters, S and B. Alters. 2006, Biology. John Wiley & Sons Inc., Hoboken, N.J. 755 pp

The copyright of the article Science Inquiry Teaching and Learning Realities in Scientific Inquiry is owned by Donald Reinhardt. Permission to republish Science Inquiry Teaching and Learning Realities in print or online must be granted by the author in writing.

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