Brant Morgan

SCI 495
Oliver
Science Learning Theory
We all know what a scientist is correct? A person that wears a lab coat
and goggles with a beaker of something in their hands. The perception from
a child that a scientist is just what we perceive in our minds from television
and movies is what we need to change. (Boon, 2015) To be a scientist is
more than what most people picture in their minds. Is a biologist the same
as a geologist or is a physicist the same as a chemist. There are so many
different sciences that sprout out from these main branches of science that
our students today dont even realize the opportunity they have in the their
future when it pertains to becoming a scientists. That is where we as
teachers need to step in and guide them.
Science is not about learning and reciting facts through memorization.
The teacher needs to guide the guide the student through scientific inquiry.
This refers to the diverse ways in which scientists study the natural world
and propose explanations based on the evidence derived from their work.
By participating and modeling this teaching practice, teachers can help their
students use evidence to create explanations for natural phenomena around
them. Utilizing the scientific inquiry based teaching practice one would need
adhere to these five features of the practice.

Learner Engages in Scientifically Oriented Questions

Learner Gives Priority to Evidence in Responding to Questions

Learner Formulates Explanations from Evidence

Learner Connects Explanations to Scientific Knowledge

Learner Communicates and Justifies Explanations

One thing to notice about these five statements is how manty times they
use the words evidence and explanation. As well as modeling this practice
of science inquiry to the students the teacher guide them through this with
precise instructions and expectations. The skill set and attitude from the
teacher must be at a high level as well so that their students see this and it
becomes infectious to them. (Burnsell, 2010)
Having a classroom that promotes what was stated above is another
key to successfully teaching the practice of science inquiry. This does not
mean having every scientific tool and gizmo available but a classroom that
promotes teaching to every child. Knowing that each child is different and
also learns differently is a key tool to have. Developing critical thinking
within your classroom is a key step to promoting a scientific inquiry based
class. Critical thinking not only helps grow a childs mind but it also aligns
with the process of scientific inquiry. Having the students ask questions
when they do not understand something and letting them know that it is
okay to do so helps with being a critical thinker. Helping your students be
accurate by fact checking or researching and to be logical with what they

are doing by questioning how they came to their conclusions are two other
ways that critical thinking and scientific inquiry go hand in hand. (Marilyn
Price-Mitchell, 2011) One last thing in how a classroom should be set up to
promote scientific inquiry is making sure it is grade appropriate with not
only the dcor around the class but also within the lessons and
experiments.

References
Boon, S. (2015, February 15). Canadian Science Publishing. Retrieved from
http://www.cdnsciencepub.com/blog/what-is-a-scientist.aspx
Burnsell, E. (2010, Septmeber 10). Edutopia. Retrieved from
www.edutopia.org/blog/teaching-science-inquiry-based
Marilyn Price-Mitchell, P. (2011, june 6). Roots of Action. Retrieved from
http://www.rootsofaction.com/critical-thinking-ways-to-improve-your-childsmind-this-summer/