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 “The goal of an educator using Bloom's taxonomy is to
encourage higher-order thought in their students by building up
questioning relates to
from lower-level cognitive skills. Behavioral and cognitive
Bloom’s taxonomy and learning objectives are given to highlight how Bloom's
taxonomy can be incorporated into larger-scale educational
student learning.
goals or guidelines ("Bloom's Taxonomy," 2018).

Reference Bloom's Taxonomy. (2018). Retrieved December 8, 2018, from Faculty

Center
Teaching & Learning website: http://www.fctl.ucf.edu/
TeachingAndLearningResources/CourseDesign/BloomsTaxonomy/

Question(s) asked by Was

Engagement the teacher thinking
How did the students’
Activity time
given? If respond?
(& subject & LO) yes, how
much?
English- LO: To Why do people have to 13 seconds Children get thinking from the
take care of their pets?
listen to group real-life and they link the
reading with question into their life. Why did
understanding to they take care of their pets? So,
answer the all of them are engaged to
essential answer the teacher and some
question at the students give deferent
end answers.

English- LO: To What might happen if you 13 seconds This question is from the real-
don’t look after your pets?
listen to group life question and for the high-
reading with level students. So, children are
understanding to engaged to answer the teacher
answer the back.
essential
question at the
end

Math- LO: Use How can you use two sets 25 seconds This question was a challenging
of objects to show 5 in
objects or question. Children take more
more than one way?
drawings to time to think about it. But the
decompose 5 into teacher give them cubes to
pairs in more make the question easier to
than one way. them and to help them by
using engagement activity.
Math- LO: Use Where have you seen the 15 seconds This question is from real-life
number 5 before?
objects or application question. Children
drawings to are engaged to tell their family
decompose 5 into story and where did they saw
pairs in more number 5.
than one way.

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) English question; “What might happen if you don’t look after your pets?” because this question
is from the real-life question and for the high-level students. So, children engaged to answer
the teacher back.
(ii) Children enjoy the math activity most, because its hands-on activity and they have more than
one way to make five. So, it was not only activity but also competition between the students.