Inquiry based science is obsolete in the majority of public schools. Throughout my current experience as an intern, science instruction, altogether, is missing from my students daily schedule. However, when considering science as an instructional subject, Gunckel compares scientists science and school science as two very different forms. “School science simplifies scientists’ science because students do not have the background experiences necessary to engage in the complex conversations about data in which scientists engage” (Gunckel, 4. It is important for students to incorporate their prior experiences and interactions to find relatable connections between material presented within the classroom and the major scientific patterns displayed within nature. Nevertheless, students engaging in school science lessons are typically provided with “facts, diagrams, definitions, and isolated skills” (Gunckel, 4). Therefore, she believes our students are not set up for successful development of science knowledge. Students neglect to actively take note of everyday experiences related to science, and have no foundation to begin. Students are also unaware of overarching ideas and beliefs and they work on one independent skill at a time. In order for students to gain knowledgeable information while actively participating in science instruction, they may need to take on those skills and strategies associated with scientist’s science.
Chelsea,
ReplyDeleteI am so excited to make our students scientists and not science students. It is so important that we use what the underlying theme of this article is: inquiry. By inquiry are students will learn, without inquiry and only information: our students will fail. We need to make a learning environment that encourages exploration and conversation!