Reading Response #2

In the reading "What Kindergarten Students Learn in Inquiry-Based Science Classrooms" by Ala Samarapungavan, Helen Patrick, and Panayota Mantzicopoulos, the authors write about how a study in which an inquiry-based lesson impacts the learning of kindergarten students in the field of science. Six inquiry-based lessons were designed for kindergarten students in which they have the ability to both think about prior knowledge and implement an experiment/investigation for that lesson. In doing so, the students can learn how to "ask meaningful questions, make predictions and outcomes, observe and record evidence, revise and represent their knowledge, and communicate their findings" (pg. 3). Which is similar to what the students did in the other reading on decomposition of leaves. 

Through this data, teachers are learning to facilitate the student's understanding in order for them to draw their own conclusions and ideas. This is so the students can make inferences based on the observations they make which is one of the key understanding of an inquiry-based lesson. I think that I also agree with this form and method because as teachers we shouldn't just expect students to have a solid base of prior knowledge off the top of their heads without giving them something to observe and look. In doing so, along with some facilitated questions from the teacher, the students can begin to make inferences based off of observations, which will then help them to gain more motivation to learn and retain the information they learned during those inquiry-based lessons.  

    Angelica Iris Ortiz

    Angelica Iris Ortiz

    Family oriented, dedicated student, and fan of the Korean culture

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      • Gerald Ardito
        Gerald Ardito on Lesson Plan (): Angie, This is interesting. One suggestion I have is to start with either...