Task 1 – Promoting Scientific Thinking

Name: Aisha Ali Alowais – H00330699

Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)

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TP Task 1 – Promoting Scientific Thinking
This task is linked to ECE3703; using higher level questions (Bloom’s Taxonomy) to develop
students’ thinking. Teaching students the skills of scientific thinking is not only for science
class, but can be applied to any area of learning.

Explain how Benjamin Bloom and collaborators published bloom’s taxonomy to

questioning categorize the educational goals. Each category in the pyramid focuses
relates to on a different approach to learning and development. These categories
Bloom’s are Knowledge, Comprehension, Application, Analysis, Synthesis, and
taxonomy and Evaluation. By using bloom’s taxonomy, the teacher focusing on
student learning. different categories whilst asking questions during a lesson. This will
help build the students’ knowledge and push them to ask questions and
try to find the answers. For example, if a teacher wanted to work on a
students’ application skills she could ask “How would you use...? or
How would you organize ___ to show...?
This will allow the students to explore their analyzing skills and think
outside the box using these questions given to them as a guide.
Reference Armstrong, P. (2018). Bloom’s Taxonomy. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Bloom's Taxonomy. Retrieved from

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20quest
ions.pdf

Question(s) Was thinking time

Engagement Activity
(& subject & LO)
Students were provided
with laminated letters,
their activity was to
construct words from the
–at family, as help an
How did the students’
asked by the given? If yes, how
respond?
teacher much?
What do you Yes, 10 minutes The students were
see in the were given for the engaged and
picture? students to work on following through
How will you this engagement with their work as
make this word? activity. they were building

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image next to each clear Can you sound their fine motor skills
space was given on their it out? while gluing and
poster. What comes communication skills
after that? while working
(English, -at family) together along with
their hand-eye
coordination skills.
By the end of the
activity they were
excited to show their
results in the end
The teacher reads a riddle Who can tell me Yes, around 30 The students were
that describes the fruit, what fruit that seconds to a minute very happily guessing
she stops after each is? per clue along with their fruits, they
sentence to have the Should we get discussion. seemed to collaborate
students guess, if they another clue? and discuss well with
didn’t figure it out she What do all their peers and
reads the next hint. And these clues add teacher. They were
so on until the students up to? engaged and asking
are able to guess. How do you questions using their
know that is the thinking skills.
(Science, Fruits) fruit?
Students will listen to
instructions and guess the
object described
Students will analyze and
distinguish different
fruits
Students will use their
imagination and
remembering skills to
remember the fruits

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The teacher reads a riddle Who can tell me Yes, around 30 The students were
that describes the what vegetable seconds to a minute very happily guessing
vegetable, she stops after that is? per clue along with their vegetables, they
each sentence to have the Should we get discussion. seemed to collaborate
students guess, if they another clue? and discuss well with
didn’t figure it out she What do all these their peers and
reads the next hint. And clues add up to? teacher. They were
so on until the students How do you engaged and asking
are able to guess. know that is the questions using their
vegetable? thinking skills.
(Science, Vegetables)
Students will listen to
instructions and guess the
object described
Students will analyze and
distinguish different
vegetables
Students will use their
imagination and
remembering skills to
remember the vegetables
The teacher gave all What number Yes, the students The students
students sticks with are you were given enough collaborated well as
numbers on them, and holding? time to arrange they had to work
asked them to arrange What number themselves and together and partake
themselves 30-40. comes after think, there was no in a group activity
(Math, what comes that? time limit as that required their
before) Should we limitations lead to mental skills to
Students will identify the count together? stress and rushing construct. Students
sequence of number brilliant minds is knew what they were
Students will be able to the start of a future doing and loved
count from 30-40) mental problem. being called upon to
join the game.

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On reflection:
(i) Which question(s) did the students engage with the most? Why do you think
that was?
(ii) Which engagement activity were the students most engaged with? Why do you
think that was?
(i) I believe that the most engaging question was, “How do you know that is the
vegetable?”. As this shows how much the students were listening and that
they are paying attention to every detail and painting an image in their minds
with every clue they get to form the whole image. It also causes them to
remember each and every clue that formed this outcome.
(ii) The engagement activity in which students were the most engaged with was the
math activity, as it required them to move around and look at not only their
numbers but also the numbers of their peers.