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-Comparisons within science in primary vs jr vs high school
-Allowing children to be involved (more than just worksheets)
-Heavy reliance on science videos
-Encouraging "wonder"
-The value of hands on experiences
-The value of learning science outside
-We compared our different experiences within the same unit

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Eira, Larissa, Jessica, D'Arcy, Maham (Group 3)

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Eira, Larissa, Jessica, D'Arcy, Maham (Group 3)

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-Ensuring there is a focus on preserving our environment.
-Science is always changing, therefore it is imperative to give children the tools to question and keep learning about science, rather than just memorizing absolute facts.
-Inquiry should be included
-Teaching children how to decipher which sources to trust
-Instilling wonder within children about science, and ensuring it stays with them throughout their lives.

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Abyan, L'Mar, Katherine and Jamie (Group 6)

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Abyan, L'Mar, Katherine and Jamie (Group 6)

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- emphasizing hands-on learning
- fostering critical thinking skills
- maintaining student interest/input
- small inquiry groups (enhancing collaboration)
- unit projects that are developed over the course of a few weeks (knowing building in consecutive classes)
- inquiry-based experiential learning opportunities
- focus on curiosity, project-based learning, less structured
- opportunities for creativity
- blending different science strands, finding connections between them, applying academic content to real-life contexts to make the it more relevant in student lives

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room 4 takeaways (Caro, Sarah, Jessica A, Annie, Catherine)

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room 4 takeaways (Caro, Sarah, Jessica A, Annie, Catherine)

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-experiential learning is key for learning
-emotion-centered learning vs. rational/intellectual = needs to have balance
-students are recommended to learn by way of their own interests, curiosities, sense of wonder and inquiries
-when are rules helpful to create an orderly learning container versus overly prescriptive?
-the risks of science education are both physical, and social (especially around naive beliefs)

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- educators behaviours can influence the students disposition to explore and be curious
- be enthusiastic as educators!
- create a safe space to ask questions
- teaching through inquiry and using a knowledge building circle
- encourage them to share what they already know before we start the teaching process
- basic understanding of scientific method
- don't fully agree with Trefil et al. does not need to be so content focused, can be more scientific method focused
- on a continuum of science method versus science content
- where is it best to teach on the continuum?
- letting students guide science learning
- help them learn what they are interested in

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Letting go, shedding skins and teaching as trapeze….

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Letting go, shedding skins and teaching as trapeze…. — KATH MURDOCH

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One of the great privileges of my job is bearing witness to the process of ‘reconstruction’ that teachers experience as they transit to more inquiry-based practice.  Becoming an inquiry teacher can mean a significant degree of ‘unlearning’ as beliefs and roles are reconsidered and re-shaped

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Sir Ken Robinson: Do schools kill creativity?

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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David Thornburg on the Evolving Classroom (Big Thinkers Series)

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What does it mean to be an inquiry teacher?

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Rubik's Cube: A question, waiting to be answered

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Future Learning | Mini Documentary | GOOD