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ROBERT DUNLAP (email@example.com
Tue Jul 15 2003 - 11:27:34 EDT
Next message: Christine Collier: "Re: [Teacher-talkinquiry] re: reflection on first session"
You are not alone! I too am watching the videos this summer trying to finish by August!
Good question! I teach 6th grade science using an inquiry based curriculum and each year when I ask my students to evaluate the class they usually say that the "boring discussions" are their biggest dislike. I have tried to counter this somewhat by having the students "publish" their results in a "scientific journal" or to write about their findings in some other role. However, I still find that we need to clarify the content during those "boring discussions" before they can publish their conclusions. Hope to hear from others who have solved this problem!
I am probably sending this into the void...(I am watching the series on tape and am joining this discussion several months late as a result, hopefully there are others out there...)
The question that is most pressing for me (in terms of doing inquiry based science) is how to guide my students to make meaning of their experiences. I have been doing inquiry based science in my classroom since I started teaching, I am much more interested and comfortable with facilitating investigations than with lecturing. My problem is with the discussion/reflection component of the process. I often feel that students become bored with discussion, that they would much prefer to follow directions and to be given the answers when we are finished. I think their reactions are tied in to my inability to motivate them properly-they do not feel the effort involved in puzzling things out is worth the effort. If any one is out there???
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