I am continually reminded as I read the articles and posts in this course that being a good teacher who constantly challenges the students is a difficult job! There is so much to learn, and so many new methods and activities to use. I can get overwhelmed easily, so I just need to remember to treat all of these ideas like groceries in a supermarket - I don't need to try every type of cereal, but to eat the same type every day gets boring, and it may not meet my needs. So... all that to say that I love the ideas presented in both the acquiring online data chapter and the article about generating arguments. Using online data is a great idea for many reasons. It should not take the place of student generated data, but the online data can be used in situations when students cannot generate data or there is a time constraint. As emphasized in the text, online data allows students to explore real world problems as is done in the workforce, which gives the students a little better idea of what scientists do everyday. I explored a couple of the websites listed in chapter 6 - Envirofacts http://www.epa.gov/enviro / and World Atlas of Biodiversity http://http://stort.unep-wcmc.org/imaps/gb2002/book/viewer.htm . Both of these sites looked really neat, but I will need a good bit more time to explore them and determine how they could be used. Time, once again, is a major struggle. First to figure out what can be used on these sites, then determine the best activities, questions, and measurement tools. The World Atlas of Biodiversity looked really useful for the environmental science classes, and I am excited about returning to explore it. I have also used the census bureau site in the past and the US Geological Survey water data.
The article explaining the instructional model for generating and argument was excellent. Again, so much to learn, but such a great tool! I found myself agreeing with the ideas about focusing on inquiry and how we know science, but also asking myself - do I really know how to lead students to ask the best questions and critique the inquiry process? That is where this article is so helpful. Not only does it explain what we, as teachers, should be encouraging in our classrooms, but it gives us concrete ideas about how to make it happen. And, as others have suggested, most people like to argue! One of the methods of keeping excitement in a classroom is to create tension, which is exactly what an argument does. The tension causes each person to examine why they agree with a certain point of view, which leads to increased critical thinking. I am excited about implementing this idea in my classroom.
Good reflection - I love your cereal analogy! I also enjoyed the article about generating an argument. It was written well with simple and applicable methods to use. On a side note about creating tension….My husband recently had to lead a Socratic seminar in one of his grad classes and he used the idea of science and math teachers getting paid more than other content areas (we recently had this type of legislation presented at the state level – it didn’t pass). It certainly stirred the pot and created some tension in his class! But produced some interesting thoughts and arguments.
ReplyDeleteI agree with both of your comments about arguments and tension in the classroom. I have never seen my students so fired up as when they try to argue a point that really matters to them, like the uniforms they are required to wear, or cell phone rules in school. Getting the students passionate about the data might be a challenge if its something abstract, which is another point I agree with you on. There may be a lot of data, but finding something that is relevant to your children and class is a little bit trickier.
ReplyDeleteI'm glad you like the Generate an Argument article. I thought it was great -- and surprised that it wasn't written earlier! I spoke with one of the authors and they are working on a book of life science activities using the model.
ReplyDeletehi Nancy, I don't seem to be able to access your Edmodo group -- I have the group name and the access code but I can't figure out how to search for it. Search doesn't work so I must be missing something else obvious! Caryn
ReplyDelete