Download A Few of Our Favorite Things: Teaching Ideas for K-12 by Patricia D. Morrell, Kate Popejoy (eds.) PDF

By Patricia D. Morrell, Kate Popejoy (eds.)

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4. ” Blow out the flame so that they can observe the glowing “wick” and smoke that results. 5. Finally state that you would like for them to pay close attention for one last observation. Dramatically open your mouth and take a big bite of the candle, chewing it with relish, “wick” and all. The impact on the students will be great – how it is possible to eat a candle? 6. Point out that your flaming meal was not a candle at all, but a piece of string cheese and almond sliver. Discuss with the class that many of their “observations” were actually inferences.

Scientific inquiry (SI) and NOS are two constructs that are inseparable entities that must be discussed together for complete understanding of each. SI is a “step beyond science as a process and supports the notion that students combine processes of science and scientific knowledge, critical thinking, and scientific reasoning to develop an understanding of science” (NRC, 1996, p. 105). This activity was developed to present the learner with an authentic science problem described in the following problem-based learning (PBL) scenario.

This has been successfully done in this content area by giving the students standard diagrams of the particle arrangement in solids liquids and gases and some propositional statements about these. However some are omitted –no mention may be made of attractive forces for example. Once again this gets the students processing the information more closely and raising questions that bring out the same sorts of issues that emerged with Peter Mitchell’s question. , & White, R. (1994). The content of science: A constructivist approach to its teaching and learning.

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