Class 1: Reading 2

Science content and process are linked (Shouse & schweingruber, page 17). Unfortunately in classrooms throughout the United States teachers do not link science together. Most teachers are not finding "enough time" and are there for pushing science to the side. It is found that our students benefit as they are able to build knowledge and give evidence to support their thinking.
"Student's knowledge is not static. Instead student's bring certain capabilities to school and the build on those..." (S & S, pg, 18). This happens both in and out of the classroom and it is our job as teachers to provide students with the tools to do so. The four strands of science that S & S have set out are able to help use identify and incorporate the best scientific practices. These four strands; Understanding scientific explanations, Generating scientific evidence, Reflecting on scientific knowledge, and Participating productively in science (S & S, pgs. 18 - 21), are linked to one another to support and provide help to our learners. These four strands helps teachers identify ways for their students to be able to "do" science instead of just read about it. The action of doing allows the students the chance to learn and explore on their own.
Each strand encompasses its own skill (i.e. explaining, providing evidence, building on previous knowledge, and working with other (scientists)). Each of these four skills overlap with one another (S & S, page 32). "It is important to emphasize that the different strands inform and enhance one another" (S & S, page 32). The students prior knowledge/experience helps them see the science come together.
These four strands help us teachers to plan, reflect, and improve our science education (S & S, page 35). Using science inquiry in the classroom and implementing these four strands into our everyday classroom with not only benefit instruction but will also benefit the students learning as they begin to see how in fact science works and that science is everywhere!