Discussion Articles by https://padlet.com/sbarlotta810/4avxz4biixk2 en-us 2018-09-18 00:13:22 UTC 2025-11-03 14:34:45 UTC hello@padlet.com Exploring the Science Framework sbarlotta810 https://padlet.com/sbarlotta810/4avxz4biixk2/wish/282645024                  In the article the authors discuss the importance of inquiry and student-driven experiences in order for students to engage in the scientific process and discovery. The article explains that making connections to the students’ own lives will help them to better understand and look further into the world around them. This connection encompasses the essential skills of obtaining, evaluating, and communicating information. In order for students to fully connect with what they are learning they need to be able to communicate and share ideas as well as research and ask questions. Students will benefit more from their learning experiences if they can ask questions and allow their own curiosity and inquiry to drive their investigations. Students even as young as Kindergarteners can use books and pictures at their disposal to investigate research topics that are interesting to them. Students must also be given the resources and time for evaluating what they discover, whether it is through journal logs or video diaries, and time for discussion with their peers. Fostering the skills necessary for communication as well as the opportunities to convey what they learn will help the students to reinforce their knowledge and dig deeper into their discoveries. 

              Something that stood out to me in this article was the importance of allowing students to communicate in informal or native language in the science classroom. Communicating what they learned, asking questions with peers, and discussing possible ways to find solutions are so important to the process of scientific discovery for students. If we encourage them to convey their ideas in the way they know best it will only help them to develop a stronger scientific foundation in the future. This way the students will be able to connect what they are learning to themselves and the world they live in and help them to develop a deeper understanding of the material as well as scientific processes that guide them. 

]]> 2018-09-18 00:14:49 UTC https://padlet.com/sbarlotta810/4avxz4biixk2/wish/282645024 Did You Really Prove It? sbarlotta810 https://padlet.com/sbarlotta810/4avxz4biixk2/wish/282645472           In the article the authors evaluate a real teacher and the methods she used to educate her students about the misconceptions of science. In order for students to accurately understand scientific processes and phenomenon, they must be able to differentiate between commonly held misconceptions and scientific truths. The role of the teacher is to facilitate the path to this understanding, so students can develop a deep and meaningful knowledge of science, technology, and the world around us. 

            The steps that Ms. Washington used to provide clarification and further insight to her students consisted of reading and discussing historical stories about the nature of science, reviewing concepts by instituting a “Question of the Day”, analyzing news articles about scientific and technological studies, and using pre-labs as opportunities to explore why certain procedures are used while using post-lab activities to check for misconceptions. These steps can be inserted into already-existing lessons and are interrelated in how they can support one another. Making a connection between these activities and your lessons helps to bolster the students understanding of concepts and areas of study, while addressing and clarifying areas of misconception. 

            Something that stood out to me in this article was how it is so easy to make misconceptions about commonly known scientific processes and studies. There is so much depth to the understanding of many of the concepts that without the proper clarification or education these misconceptions could become lifelong beliefs of learners. I think it would be interesting to see how many of my peers currently hold some of these misconceptions because we did not have these ideas addressed when we first learned them. Without the integration and interdisciplinary learning systems for connecting the history of science, current event studies, posed questions, and activities/discussions to check for understanding it can be very easy for our own students to develop and perpetuate misconceptions if we are not actively seeking to correct them. 

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