Scientific Discourse Vs Scientific Inquiry

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In this class, the diverse learner pairs with peers within the group who help if the diverse student has a problem understanding. Scientific discourse is written in the carbon atom group worksheet. This is one of Hanauer 's components. If the diverse student cannot understand the worksheet, the peer pairing helps the diverse student with language or reading. The teacher monitors visiting each group asking questions. Teacher looks for understanding in the diverse learners. If the diverse student needs help beyond the peer pairing 's ability, the teacher jumps in to help. Scientific discourse is justified because it encourages the diverse student to make statements and ask questions. The scientific discourse helps the diverse student …show more content…
Scientific inquiry The National Science Teachers Association (2014) defines scientific inquiry as, “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world."

The difference between scientific discourse and scientific inquiry is difficult to understand. Review the Hanauer list for scientific discourse. Both discourse and inquiry can be verbal, written, or text. Scientific inquiry is written or verbal and imparts knowledge. Therefore scientific inquiry is part of scientific discourse.

2. A. Whole class

During the class, the teacher develops knowledge and understanding of the atomic architecture and the elements. Each exercise triggers questions and ideas from the students. The students are engaged in learning and learn specific information about the elements. When the teachers ask, “Why?” or “What is the reason ...” the teacher engages students in a scientific
…show more content…
Students are not in danger of stigma by placement in a low-performing group. Creating a low-performing group creates low performance. Creating a high performing group as in a mixed group, creates high performance expectation. The group operates at a higher goal meeting the lesson goal. The lesson goal is met supporting the curriculum.
3. B. Diverse learner The small groups composed of high and low ability readers, ADHD, and main stream students work together in the carbon element exercise. With one ADHD student per group, the ADHD student is kept on task. The low and high readers are paired together to help with reading comprehension. The ELL is paired with a bilingual student. Diverse learners are mixed among other students to give the opportunity for the advanced students to pair and peer to help the diverse learner. The students are expected to perform at a higher level and the diverse learners are helped by their peers to meet this level. By meeting the lesson goal, the curriculum is supported
4. Technology

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