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    TP Task 1 - Promoting Scientific Thinking

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    This document provides guidance for a teaching practice observation task to promote scientific thinking in students. It involves observing a science lesson and completing an engagement activity chart to reflect on how the teacher uses questioning to develop higher-order thinking. Effective questioning can reveal students' conceptual understanding and reasoning. The sample engagement activity chart describes a lesson on living, dead, and never alive things where open-ended and closed-ended questions were used to actively engage students in pairs or groups. On reflection, the question that engaged students most asked who lives in a picture of a house, sparking curiosity. Students were also highly engaged in an inquiry-based activity researching habitats.

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    TP Task 1 - Promoting Scientific Thinking

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    api-300499643
    69 views2 pages
    This document provides guidance for a teaching practice observation task to promote scientific thinking in students. It involves observing a science lesson and completing an engagement activity chart to reflect on how the teacher uses questioning to develop higher-order thinking. Effective questioning can reveal students' conceptual understanding and reasoning. The sample engagement activity chart describes a lesson on living, dead, and never alive things where open-ended and closed-ended questions were used to actively engage students in pairs or groups. On reflection, the question that engaged students most asked who lives in a picture of a house, sparking curiosity. Students were also highly engaged in an inquiry-based activity researching habitats.

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    This document provides guidance for a teaching practice observation task to promote scientific thinking in students. It involves observing a science lesson and completing an engagement activity chart to reflect on how the teacher uses questioning to develop higher-order thinking. Effective questioning can reveal students' conceptual understanding and reasoning. The sample engagement activity chart describes a lesson on living, dead, and never alive things where open-ended and closed-ended questions were used to actively engage students in pairs or groups. On reflection, the question that engaged students most asked who lives in a picture of a house, sparking curiosity. Students were also highly engaged in an inquiry-based activity researching habitats.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    69 views2 pages

    TP Task 1 - Promoting Scientific Thinking

    Uploaded by

    api-300499643
    This document provides guidance for a teaching practice observation task to promote scientific thinking in students. It involves observing a science lesson and completing an engagement activity chart to reflect on how the teacher uses questioning to develop higher-order thinking. Effective questioning can reveal students' conceptual understanding and reasoning. The sample engagement activity chart describes a lesson on living, dead, and never alive things where open-ended and closed-ended questions were used to actively engage students in pairs or groups. On reflection, the question that engaged students most asked who lives in a picture of a house, sparking curiosity. Students were also highly engaged in an inquiry-based activity researching habitats.

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    TP Task 1 – Promoting Scientific Thinking

    This task is linked to EPR3703; using higher level questions (Bloom’s Taxonomy) to develop students’ thinking.
    Teaching students the skills of scientific thinking is not only for science, but can be applied to any area of learning.
    Complete this while observing your MST as he/she conducts a Science lesson within your first week of teaching
    practice.

    Questioning is an integral part of scientific inquiry and the learning process.


    Explain the importance Students’ questions can reveal much about the quality of students’ thinking
    of questioning in and conceptual understanding, their alternative frameworks and confusion
    about various concepts, their reasoning and what they want to know. Student
    science questioning, particularly at the higher cognitive levels, is also an essential
    aspect of problem-solving (CHIN, 2001).

    CHIN, C. (2001, January 1). Learning in Science: What Do Students’ Questions Tell
    Us About Their Thinking? . Retrieved from The Chinese University of Hong
    Reference Kong:
    http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.612.609&rep=rep1
    &type=pdf

    Engagement Question(s) asked by the Was thinking


    teacher time given?
    Activity If yes,how How did the students’ respond?
    (& subject & LO) much?

    Subject: Science 1- Do you think this Yes, Students where excited and highly
    puppet is living, one minute engaged since they were introduced to the
    LO: To investigate dead or never living things, dead and never alive topic in
    living things. alive? (Close a fun and enjoyable way. Therefore,
    ended question). asking them enjoyable questions ensured
    Activity: Listen to a all of the students involvement.
    PowerPoint
    presentation which 2- Do you think Ms. Yes, Students where excited and highly
    illustrates living Khadija is living one minute engaged since they were introduced to the
    things, dead and dead or never living things, dead and never alive topic in
    never alive. Adding alive? a fun and enjoyable way. Therefore,
    to that, students are asking them enjoyable questions ensured
    introduced to the all of the students involvement.
    habitats topic.
    3- Explain why is the Yes, two Students were given the chance to discuss
    puppet never alive minutes (think- their thoughts along with their pairs. In
    and Ms Khadija is pair- share addition, students were giving each other
    living. (Open strategy was good reasons such as: respiration and
    ended question). applied) movement. Adding to that, students who
    didn’t know the answer were benefited
    since their pair supported their
    understanding during the discussions.

    4- Who do you think Students were given the chance to discuss


    lives there? Yes, two their thoughts along with their pairs. In
    (students are minutes (think- addition, students were giving each other
    shown a picture of pair- share good reasons such as: respiration and
    the teacher’s house strategy was movement. Adding to that, students who
    to introduce them applied) didn’t know the answer were benefited
    to the meaning of since their pair supported their
    habitat). After that, understanding during the discussions.
    they are asked:
    Why different
    animals live in
    different habitats?
    (essential
    question).

    On reflection:
    Which question(s) did the students engage with the most? Why do you think that was?
    Which engagement activity were the students most engaged with? Why do you think that was?

    In my perspective, I think that the following question was the most question that engaged the
    students: ‘Who do you think live there?’. This is because, all students were curious and tried to guess
    who lives in that house. Therefore, students were hooked by this question at the beginning of the lesson
    which led the session run in a smooth and enjoyable way.
    Whereas, students enjoyed the inquiry based learning activity where students were provided
    with sources (computers and books) in order to search, draw and document some facts/information
    about the different habitats around the world. I know this because, students were interacting with each
    other and all of them were working hard in order to have the best poster so as to present it to the
    classroom.

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