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| Notice the slide projector (this was before powerpoint!) |
Learning academics and theorists - and, probably, most primary school teachers I know - agree that no one fully understands
which teaching method approach, which scientific activity, which individual/team/class project, will engage and motivate an individual,
group or class of children on any given day.
Because different children approach learning differently, the approach to effective classroom 'science’ that I observe in scores of classrooms follows a mixed strategy - one that is usually well resourced, not perfectly controlled by the teacher, and one that seizes opportunities of the moment (something brought in by a pupil, perhaps) for a particular child, teacher, and classroom.
Because different children approach learning differently, the approach to effective classroom 'science’ that I observe in scores of classrooms follows a mixed strategy - one that is usually well resourced, not perfectly controlled by the teacher, and one that seizes opportunities of the moment (something brought in by a pupil, perhaps) for a particular child, teacher, and classroom.
There’s nothing
new in this approach. Look at the following passage from the Annual Report by
the Superintendent of Public instruction of the State of Michigan, 1862:
“Leave the pupils mainly to their
spontaneous self-activities. The teacher may awaken and give direction to
curiosity by the occasional adroit question: but he should rely chiefly upon
the action of his students’ own powers of discovery of new facts.
As a general rule, nothing should be told
to the students that they could discover for themselves. The zealous and
impatient teacher will often fail here, and the failure is a serious and fatal
one.
It is much easier to tell a child what we
wish him to know, rather than wait for him to discover it for himself, that the
inexperienced and careless can rarely resist the temptation. But the babbling
teacher will assuredly learn the truth from the maxim, “The more haste, the less
speed.”
Nowadays, pre K and
elementary classroom 'science is essentially a 'hands on' investigative,
team-playing approach that offers something for all kinds of learners, a way of
teaching that supports the research of Montessori, Piaget, Isaacs and Dewey.
·
A 'science
classroom is one in which sometimes the teacher talks, sometimes the
student, sometimes no one - a classroom in which very small living creatures, rocks,
dried leaves, feathers, bottles of food coloring, magnets, wire, balances and
plastic tubing, are as natural as books, pencils and paper.
·
A 'science'
classroom recognizes that many learning activities are more relevant if they
are closely related to questions asked by the children themselves.
·
A 'science' classroom knows that, if you work for a while with young
children, you soon find out they thrill to the discovery of simple things when
they are given the opportunity to investigate little common place things, once
they notice they are there.
·
A 'science' classroom recognizes that young children do not see the
world in terms of separate subjects, so that 'science' is but one, invigorating aspect
of a much more general enquiry.
·
A 'science classroom, when appropriate, builds scientific skills
into its planned activities, and enriches other aspects of the curriculum.
·
Ensuring that
this happens, and controlling the situation which results when it does happen,
calls for confidence and experience on the part of both teacher and the
children.
Children who
have not been encouraged to question or to suggest ways of finding answers do
not suddenly start to do so, and a suitable 'questioning' classroom
atmosphere has first to be generated by the teacher.
This may be
achieved in a variety of ways, perhaps by encouraging children to bring things
into the classroom, by setting up stimulating, tangible displays, going on
field trips, and by frequent discussion over practical 'hands-on' work.
But whatever the methods used. the basic essential is to involve the children practically at their personal level.
But whatever the methods used. the basic essential is to involve the children practically at their personal level.
Once a child is
involved practically, discussion with his/her classmates will usually raise new and
interesting problems, so that one enquiry leads to another and the work is
continually developing.
Certainly, my experience
visiting classrooms tells me that:
·
Children
will suggest, verbally or otherwise, original methods of tackling problems, and
will build their own apparatus from the homely 'Junk box' materials that
are a part of the classroom resources.
·
Moreover,
with experience, and helped by discussion with their teacher, children show a
remarkable facility for appraising and reflecting on their observations.
·
A
classroom which has ample supplies of paints, inks, fabrics, papers, cardboard
boxes, plastic containers, clay and other media is one in which children learn
how best they can say what they have to say. The excitement of discovery
usually gives them something to
say, and the talking, writing, painting or modeling which result are invaluable
for learning the art of communicating. Discussion helps the growth and
refinement of vocabulary.
All
classroom 'science" is
not of course, practical enquiry. This would make it very slow indeed, and,
since a striking feature of science is the steady accumulation of carefully
tested knowledge, it is important that, when appropriate to engagement, age and ability,
children should learn when and how to use sources of second hand information
such as books and film. [1]
Everything
helps.
John Paull, 1967
[1]
Written before school television, computer and
internet access!
This essay was written
to explain and to point out why teachers benefit from a hands-on workshop, ‘doing’ and not just talking about science. …
Consider these
two questions:
1. Should science activities be a part of a
primary school pupil's classroom experience?
2. What are the teaching benefits for you, the teacher, from
attending a ‘hands-on’ workshop?
Well, most of
us, as teachers, I hope, would agree that ‘hands-on’
activities enrich classroom life AND, as a by product, reveal an understanding of everyday
phenomena that fascinate most young children.
We need to take
full advantage of professional development workshop time and fully enjoy the pleasures of learning from
inquiry, and learning in a team.
q Workshop: science!!
focuses on helping you gain fresh insight and knowledge about “everyday” science.
q The workshop: science!! activities you will use today are purposely
structured around one question – how can we go back and forth between the world
where adults and children live – and the formulations of elementary biology, physics
and chemistry?
q The activities help you get engaged, as learners and team-players, into ‘hands-on’ science.
When workshop:
science! activities create an
investigation and collaborative atmosphere, the way is open for discussion about children’s learning.
If you begin delving whole heartedly into scientific investigations, you are
on your way to being able to do so for children.
John Paull 1967
1 comment:
Somewhat dated, yes? :)
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