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No, Scientists Are Not Smarter Than Non-Scientists

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The widespread belief that scientists are brainier than non-scientists is hurtful to everyone who doesn’t fit the “scientist” stereotype.

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Sugata Mitra: Can kids teach themselves?

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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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- Nature based learning
- Inquiry stance --> Lead learner instead of lead knower
- Consider differences in public and private school reporting systems ( grades & anecdotal), Standardized assessment
- Child centred approach so that we can spark intrinsic motivation
- make meaning and relevance in science
- create an "I wonder wall" that students can engage with, add to, document questions and findings. Also serves as a form of data collection re: student interests and theories

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Chris, Orli, Michelle, Stephanie, Lindsay, and Tameka

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Chris, Orli, Michelle, Stephanie, Lindsay, and Tameka

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- Many teachers probably want to emphasize inquiry over mastery in science, but either don't know how to or feel as though they are unable to (due to curriculum expectations, standards, assessment, convenience, etc.)
- Class sizes and resources can also have a huge impact on a teacher's ability to allow for more free exploration in the classroom
- How does assessment look when there is no specific set learning outcome?
- It might be easier to treat the curriculum as more of a guideline and less of a strict list of expectations that all HAVE to be fully covered

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Megan + Melissa + Emma + Aliyana + Emily

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Megan + Melissa + Emma + Aliyana + Emily

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:)
- learning science in a meaningful context with connections to social-political-ethical
- direct instruction and discovery learning (in that sequence)
- spending time in nature over a prolonged period of time and observing the natural world and forming connections to nature and making sense of nature (i.e. Weed Lake, Emily's time in the marshes (Fort Whyte Winnipeg) - bison, groundhog, Rouge Valley)
- field trips implemented thoughtfully (i.e. Science Centre) and bring science phenomena into the classroom (i.e. ant)
- fostering fascination with natural world
- incorporating connections to children's everyday lives (i.e. gears in bikes, medicine and human body)
- student projects - a finished product (i.e. snowy owl habitat, bridges, carifoxare (see Aliyana))
- Indigenous knowledges

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RVS Learning Story: The Weed Lake Project

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- get students to ask questions and direct their own learning (ownership, agency)
- preventing Google effect and memorize-and-retrieve learning with inquiry (and/or utilizing google to go beyond the basic knowledge--critical thinking)
- encouraging curiosity by being open with not knowing the content knowledge and instead learning the content together
- curiosity could encourage students with exceptionalities (ex. ADHD) to participate their outside-the-box thinking

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Amanda + Joanna + Victoria + Evan +Naomi

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Amanda + Joanna + Victoria + Evan +Naomi

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Science in the classroom should emphasize curiosity and how to ask good questions. STEM requires the ability to ask questions to make new discoveries, so there should not be such a focus on memorization of facts. Wonderment can be a student's motivation to learn these subjects.

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Cindu + Katie + Andrew + Jackie + Jayda 

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Cindu + Katie + Andrew + Jackie + Jayda 

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A balance of direct instruction, hands-on/active learning (i.e. experimentation), argumentation and collaboration, and constructive (i.e. creating a lab report) experiences. One approach will not work for every concept, every student or every context!