Problem based learning, learning through discovery, carrying out investigations; heuristive learning, inductive learning and reasoning…there are many different ways to describe learning through inquiry. Over the past one hundred years education has evolved and the term and implementation of inquiry grew to find its definition and importance of science education.
All the way back to the early 1900s when their goals were to teach science on the basis of application to the major activities of everyday living. (Deboer pg. 65) When science was competing for a spot in the education world equal to literature and math. From 1893-1920, science, involving reasoning inductively shifted to focusing more on the accomplished individual and how science …show more content…
Does this not sound like a connection to the engineering and science practices? This statement is directly pulled from the K-12 Framework, Science and engineering practices:
Seeing science as a set of practices shows that theory development, reasoning, and testing are components of a larger ensemble of activities that includes networks of participants and institutions specialized ways of talking and writing, the development of models to represent systems or phenomena, the making of predictive inferences, construction of appropriate instrumentation, and testing of hypotheses by experiment or observation. (pg. 43)
This explanation of the practices is a little bit more lengthy and gives a more in depth clarification but you can see the similarities of expectations aligned with the Science goals, particularly number four, that were developed in 1920. Along with the five science goals came the recommendations of science instruction. The project or problem method would then serve both to organize content and to develop skills of independent inquiry. (Debor pg. 75) The seed of inquiry-based teaching had been planted and now the roots are starting to grow and stand their …show more content…
Scientist, philosophers, and educators have supported and stated the importance of inquiry based teaching through many different forms, but really, it’s up to the hundreds and thousands of teachers. It’s up to the teachers on the frontline of education to make the shift and implement this passion and belief while educating our youth. It’s up to the teacher to learn the NGSS standards and use them with fidelity and passion. As it states in Chapter 3 of the K-12 framework, a set of practices have been trying to be established for over sixty years now. Now we finally have a set of practices, we finally have our NGSS standards that could in fact make a huge shift in science education in so many ways. But at what point do we think about how we can hold the teachers accountable for this change? How do we know the teachers will create passion in their classroom, create learning through inquiry, and will follow the NGSS standards the way they are meant to be used. It’s time for us teachers to wake up, smell the possibilities and make the change. We are the only ones, that can make this happen and we must accomplish this and spread passion. It’s up to us to make the difference. It is up to us to water that seed of learning through inquiry, exploration and discovery, and it’s up to us be
All the way back to the early 1900s when their goals were to teach science on the basis of application to the major activities of everyday living. (Deboer pg. 65) When science was competing for a spot in the education world equal to literature and math. From 1893-1920, science, involving reasoning inductively shifted to focusing more on the accomplished individual and how science …show more content…
Does this not sound like a connection to the engineering and science practices? This statement is directly pulled from the K-12 Framework, Science and engineering practices:
Seeing science as a set of practices shows that theory development, reasoning, and testing are components of a larger ensemble of activities that includes networks of participants and institutions specialized ways of talking and writing, the development of models to represent systems or phenomena, the making of predictive inferences, construction of appropriate instrumentation, and testing of hypotheses by experiment or observation. (pg. 43)
This explanation of the practices is a little bit more lengthy and gives a more in depth clarification but you can see the similarities of expectations aligned with the Science goals, particularly number four, that were developed in 1920. Along with the five science goals came the recommendations of science instruction. The project or problem method would then serve both to organize content and to develop skills of independent inquiry. (Debor pg. 75) The seed of inquiry-based teaching had been planted and now the roots are starting to grow and stand their …show more content…
Scientist, philosophers, and educators have supported and stated the importance of inquiry based teaching through many different forms, but really, it’s up to the hundreds and thousands of teachers. It’s up to the teachers on the frontline of education to make the shift and implement this passion and belief while educating our youth. It’s up to the teacher to learn the NGSS standards and use them with fidelity and passion. As it states in Chapter 3 of the K-12 framework, a set of practices have been trying to be established for over sixty years now. Now we finally have a set of practices, we finally have our NGSS standards that could in fact make a huge shift in science education in so many ways. But at what point do we think about how we can hold the teachers accountable for this change? How do we know the teachers will create passion in their classroom, create learning through inquiry, and will follow the NGSS standards the way they are meant to be used. It’s time for us teachers to wake up, smell the possibilities and make the change. We are the only ones, that can make this happen and we must accomplish this and spread passion. It’s up to us to make the difference. It is up to us to water that seed of learning through inquiry, exploration and discovery, and it’s up to us be