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 Questions, Claims, and Evidence, Chapter 8

           This chapter addresses the importance of students having access to many different sources of information.  They categorize information into two groups:  internal and external experts.  Information from students or student groups in the classroom are referred to as internal experts and any information not from the classroom is external expert.  External examples would be guest speakers, internet resources, textbooks, videos, and magazines.  Access to print is when a teacher makes nonfiction trade books available within her classroom, and they stay in her classroom throughout the year.  "Think alouds," "stop and shares," and other forms of group discussion and talk facilitate the internal expert source of information.  In order for the students and the teacher to determine progress or a conceptual change in ideas, it is "vital that students record their initial understanding in some way" (p. 113).  "Quick Writes," graphic organizers, concept maps, and pre/posttests help to capture those initial thoughts.  After learning information, students need to be able to share, or show their newfound knowledge.  Teachers should be creative and flexible in creating prompts or activities that will help showcase or demonstrate the students' knowledge.  Lastly, the teacher must be adept at assessing student writing or alternative projects.  How do you know that your students learned something?  What was the big idea or the conceptual understanding?  The teacher should consider the range of sources for that assessment can come from.  Overall, the more writing in science the better!

"A conceptual understanding provides an opportunity for students to show the relationship between facts and the application of those relationships to a new situation" (p. 119).

Ready, Set, Science, Chapter 8

            Chapter 8 summarizes the big ideas and concepts that had been presented in the previous chapters.  The text is supported by acclaimed research within science education.  Once the objectives, standards, and goals are defined for both students and teachers, then the resources and materials must be made available.  Teachers must commit themselves to the latest content, pedagogy, technology, and learning instruction.  Science is not a discipline that is set in stone, but instead, it changes with time.  The most successful science programs will be built upon the intertwined four strands of proficiency.  The chapter focuses on the standards, curricula, instruction, assessments, and professional development, when implementing a meaningful science program.  Teachers, like students, are "investigators and learners."  They have a responsibility to themselves to focus on inquiry throughout every process.  As a teacher I will focus on the content knowledge, the ways in which students best learn science, my pedagogy as to how I will teach science, and the ways that I will educate myself in support of my classroom.  Since many schools do not have successful and high-priority science programs in place, it is the responsibility of the entire school-wide community of administrators, curriculum writers, and teachers to take a stand in favor of supporting science learning

"As research has made clear, teachers have not had access to the kinds of professional learning opportunities necessary for effective science teaching" (162).

Connections:

            I enjoyed chapter 8 of Questions, Claims, and Evidence, because I was able to relate my latest ideas for my unit plans to the book's ideas.  I like the references and examples to the "initial understandings" part of the book.  By giving students a Quick, Draw, Write, or by having them write down their "Before" knowledge or feelings about a particular subject, you are later able to see the transformation in their thinking.  Additionally, I think it is important to expose students to internal and external sources of expert knowledge.  Although this was not mentioned in the text, I would also want my students to be able to differentiate between what is fact and what is opinion.  Sometimes students take everything they read for being true, or fact.  However, this is certainly not the case, especially when students speak to other peers or read magazines and newspapers.  By exposing children to multiple sources, you are helping to think critically and to analyze those sources.  They are able to compare and contrast their own ideas or beliefs with others.  Especially with science and social studies, I do not want my students to take my word as the only right or wrong answer.  I want them to explore the concepts and dig up the facts for themselves.  Luckily, this is all a part of inquiry--the big concept when I will be teaching science.

Question:

Given the variability within the ways that students demonstrate their science learning (authentic assessments/written papers/projects etc.) what is the best way to assess those projects?  Does there always need to be a summative assessment at the end of a lesson/unit or may a formative assessment be acceptable, if not just as useful?

Questions, Claims, Evidence, Chapter 7

            In a classroom full of twenty or so curious students, there are bound to be many types of evidence floating around the room.  Many students do not naturally "pick up" on the ability to analyze evidence.  The teacher should model the best way to analyze information and to make a claim.  By analyzing evidence within a whole-group setting, students become more comfortable analyzing their evidence independently.  The teacher's role is that of a negotiator once students choose a claim.  It is important for students to share their claim and evidence with their peers.  Constructive feedback from peers allows students to justify their reasons even more and it facilitates a debate-like atmosphere (essential to critical thinking).  Every student should have the opportunity to voice his or her opinion so that they may "negotiate new meanings and question old understandings" (p. 104).

"But remember, learning is about negotiations and if we don't let students think about what they've just done, they'll do exactly what they have been told to do--hurry up and find an answer" (p. 94).

Ready, Set, Science, Chapter 7

            The teacher has a great responsibility within the classroom because he or she supports the learning of his or her students and allows them to engage with the many faucets of inquiry.  When designing units or activities, the teacher should relate the processes to the big ideas or concepts.  Additionally, everything should be relevant and meaningful to the students.  Although some topics may be meaningless to students (based upon their lack of experiences with that topic), teachers CAN make the information meaningful by carefully planning their instruction in a sequential manner.  Additionally, students must be able to build off their prior knowledge and develop their new skills and theoretical knowledge as they advance within their lessons.  Today, the majority of science classrooms run off of "activity-mania" atmospheres.  The classrooms tend to be very teacher-centered and "cook-book" like--everything is laid out step-by-step.  However, this particular textbook has focused on the ways to structure student thinking that support inquiry and student-centered learning.  The teacher should help every student feel a part of the science community.  One way to do that would be to assign roles within the processes of the science classroom.  Students should also have opportunities to reflect upon science and the concepts that they are learning.

The point of the theory chart was to reinforce the notion that science involves a process of revising thinking over time as new evidence arises" (p. 139).

Connections: 

Chapter 7 in Ready, Set, Science has been my favorite chapter of the book so far.  It was a summative chapter--meaning, it contained many of the core ideas that had been discussed in the previous chapters.  It was not overly "wordy" or hard to understand.  As a future teacher, I feel as though it succinctly presented worthwhile and meaningful information.  Sequential instruction is necessary within every grade.  Students need to learn the prerequisite skills or knowledge before learning something of a higher level.  The same is true for anything that I learn.  When I am introduced to a concept or theory that requires the use of additional knowledge that I have not yet learned, I become frustrated.  I am sure that a child would feel the same way.  In order to maximize a student's learning, sequential and sometimes-chronological presentation of material is essential!  I also enjoyed the reference to "activity-mania" classrooms because of my knowledge of the term (after reading the article within class).  Lastly, I found the metacognition chart on page 143 interesting.  Immediately my eyes gravitated towards the 3^rd grade roles because of my placement within a 3^rd grade classroom.  As I read everything about science in the classroom I become more excited to roll up my sleeves and put it to practice within the real world.

Question:  After being in the classroom for two science lessons, I have noticed how the students tend to get off task with the materials used for the activity.  What is the best way to stress appropriate behavior within the science classroom, any tips or tricks?

 Campbell, Chapter 6

            Science notebooks promote literacy within three areas: oral communication, reading, and writing (73).  The processes of science promote oral communication between the students and the teachers.  Students discuss their ideas with classmates, pose questions to the teacher and other students and share their evidence with others.  The students utilize their notebooks for recoding evidence, data, charts, and other graphs, and they also use them for reflection.  By reading the notebooks and by sharing peer notebooks with one another, they are able to practice and improve on their reading skills.  Additionally, the science notebooks provide students with the opportunities to use their science vocabularies.  Lastly, the Standards for the English Language Arts can be applied to the science processes as long as the teacher provides those opportunities for reading, writing, and oral communication.

"Many times students write for others; however, within their notebooks, they are writing for their own needs and using the information they collect to share with others" (80).

Questions, Claims, Evidence, Chapter 6

            Just as Chapter 5 discussed what makes a good question, chapter 6 talks about how good questions lead to evidence.  In order to categorize and prioritize questions, it is a good idea to use a chart or a graphic organizer for the students' questions.  "The SWH template is a tool to help students negotiate meaning" (82).  It can be changed and adapted to meet the teacher's goals for his/her classroom.  After the question is written, the students need to proper materials to investigate the big idea, and then they need collaborative discussion in order to create a "test" for their question.  The investigation of the tests should be active and almost "chaotic" within the classroom.  It is important for student to distinguish between what is evidence and what is opinion.  As a teacher, I believe it is important to ask open-ended questions so that students may think critically and ask their questions.

"Remember: Each of us is different in how we teach, and, thus, how we use the strategies will vary.  Keep practicing to build a series of practices that work for you and your students" (p. 92).

-        ( on the various charts, graphs, activities presented in the book for teacher use (use as templates))

Ready, Set, Science, Chapter 6

            Chapter six talks about the use of models within the classroom.  Models help students to visualize a certain concept, an abstract idea, data and evidence, and anything else that they are learning within the unit.  It is important for students to understand and recognize the characteristics of models.  There is not one model that works for one particular unit.  Models may be charts, graphs, diagrams, pictures, and anything else that conveys meaning.  Using models within science helps to change the common science misconceptions that students hold.  The use of models was discussed in the 1^st grade, 3^rd grade, and 5^th grade.   From that use--"Researchers observed characteristic shifts from an early emphasis on models that used literal depiction toward representations that were progressively more symbolic in character" (p. 117).  Overall, the use of models within classrooms mimics the way that scientists use models to represent their ideas, evidence, and data. 

"Students need opportunities to build models and representations that suit particular explanatory and communicative purposes. They need experience refining and improving models and representations, experience that can be facilitated by critically examining the qualities of multiple models or representations for a given purpose" (p. 125).

 Connections:

I think it is very important for students to be able to distinguish between what is evidence and what is opinion.  This is applicable to more than science, too.  Social studies is a discipline where students must be able to distinguish between what is fact and what is opinion.  If students are unable to decipher between the two then misconceptions often arise.  However, when those misconceptions are evident, which I am sure they will be, model representations can be used to help eliminate misunderstandings of confusion.  Models convey meaning in many different ways which helps to play on the strengths of students who learn differently or through different mediums.  In my upper elementary science classes I remember making many bar graphs or pie charts.  We always had pads of grid paper in our desks.  We were also reminded to label the axis' and to title the graph or else we would receive no credit for our work.

 Question:  Is it a good idea to do a read-a-loud as an introduction to a science unit?  I know that there are wonderful children's books that relate to big science concepts.

Campbell, Chapter 5

            The following scientific content categories, by the National Education Science Standards can be and should be, woven throughout students' science notebooks: unifying concepts and processes in science, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, history and nature of science.  Teachers can observe the learning of students by watching them utilize their notebooks.  No two notebooks will look the same because the students record and gather their thoughts/evidence differently.  Additionally, the notebooks are essential when seeing science as inquiry.  Students are able to reflect upon their previous answers, or questions, and then pose new questions.  The notebooks will help to solidify student awareness of unifying concepts and processes--as they note the changes upon observation and experimentation and as they explain new ideas within their notebooks.  Lastly, students will "...make connections to the larger scientific concepts that they will build on throughout the rest of their education" (71).

"By utilizing science notebooks in writing, discussing, and reflecting, students begin to focus on the scientific content they know as well as how they know it--an important step in developing students' metacognitive thinking" (pg. 65).

Questions, Claims, and Evidence, Chapter 5

            This chapter focuses on student and teacher questions within the classroom.  A science classroom focused on inquiry should be facilitated by questions.  Students are more likely to ask questions as they think critically about the subject at hand.  Likewise, higher-level questioning posed by the teacher has been linked to higher student achievement and better understanding.   Jerry Thacker (1991) has provided suggestions to teachers as a means of supporting students to think critically (page 66).  Additionally, Bloom's Taxonomy serves as a valuable resource to teachers, when they are determining what types of cognitively stimulating questions to ask their class.  Questions should be worded differently, or asked in different ways, to receive the most appropriate answer in alignment with the teacher's objective.  For example, in order to get questions that "investigate" teachers should invest time in activating the students' prior knowledge about a particular topic.  A KWL chart, video clip, or newspaper article may help initiate those "want to know" questions.  The students should be aware of researchable and testable questions, and they should be introduced to Bloom's Questions Starters.  As a teacher, it is up to me to make the information useful and interesting, because after all, "when students are curious about a concept, questions flow naturally" (pg. 77).

"If students are to be in charge of negotiating meaning and understanding, they need to have opportunities to discuss, read, write, think, and explore" (pg. 66).

Ready, Set, Science, Chapter 5

            This chapter addresses the verbal and written ways of collaborative communication within a science classroom.  Just as real scientists share evidence, exchange ideas, communicate, and argue, a classroom should strive to implement those faucets of shared participation in the classroom.  Teachers should guide their students through the processes of communication and support them as they talk about their ideas.  The language of science can be complex and intimidating so it is important to communicate about those ideas frequently.  Argumentation in science in different than the "everyday" argumentation that students might associate with siblings or friends.  "In science, the goals of argumentation are to promote as much understanding of a situation as possible and to persuade colleagues of the validity of a specific idea" (pg. 89).  Students must understand the differences or else a chaotic classroom may erupt as each student engages in his/her form of argumentation.  The IRE format of teacher-student communication does not support argumentation and it dissuades the students from eliciting their higher order thinking skills.  Therefore, teachers should never ask right or wrong questions, and they should strive to involve every student as much as possible.  The table on page 91 provides teachers with suggestions as to how to get the most from their students, communicatively.  Lastly, the classroom norms and rules must apply to students and the teacher must ensure a respectful, inclusive science environment for all his/her students.

"Teachers need support, skill, and persistence to help students grasp the difference between respectful scientific argument and the kind of confrontational, competitive argument they may be used to" (pg. 92).

Connections:

            I would like to comment on chapter 5 Questions, Claims, and Evidence.  I agree that as the students move up through the grades, their questions, or willingness to ask questions decreases.  What or whom is to blame for that decrease?  I think that students have been conditioned enough in the formats of teacher-student communication, that there is little room for those questions to be asked.  Additionally, students sometimes feel that their questions are "stupid" or "too easy"--in this particular case, the teacher must stress that there are NO stupid questions.  Unfortunately, I do not think that most classrooms, science classrooms in particular, are based upon science as inquiry.  Chapter 5 in Ready, Set, Science, addresses the talk format of IRE, Initiation, Response, and Evaluation, respectively.  As the predominate discourse pattern with a classroom, it is hard to change that role in a matter of a few weeks.  As a new teacher I want to be conscientious of the way I talk to my students, and of the talk moves I use.  Since I have not yet been teaching in the classroom, the IRE format may not hold true for me--as long as I do not let it.  I want to ask my students higher-level thinking skills because research has proven that by doing so the students will develop a better understanding of the material.  Lastly, I have been introduced to Bloom's taxonomy throughout my education courses and it can be applied to just about any subject or material.  As a teacher, I will keep the taxonomy nearby my desk, as a checkpoint for my own questions.

Question:

How do you best prepare yourself for a unit or lesson that you do not know much about?   As a teacher you are suppose to hold the knowledge about the subject.  Reading and researching on the internet are my ideas.  Are there any absolutes in your opinion or any content methods that are effective and efficient.?

Science Notebooks, Campbell Chapter 4

            Chapter 4 highlights the discussions with two scientists who have used science notebooks in their respective fields.  Kay is the "chief of interpretation for Lake Mead National Recreation Area" and Alan is a forensic scientist in a toxicology lab.  It was interesting to note their similarities and differences in regards to how they kept, used, and organized their notebooks.  Kay's notebook was a communal notebook that documented everything in the caves, while Alan utilized a variety of notebooks as a means of organizing data and case studies.  Moreover, Kay used the information in her notebook to notice patterns or trends and Alan used notebooks to draw conclusions.  They both agreed that children should use notebooks as a means of recording observations, information, and details that the memory might otherwise forget.  Although Kay could not remember using a notebook in school, she stresses the importance of having students "build" their notebooks with time, and to always ask questions.  Additionally, Alan is a supporter of organization and detail.

"One of the purposes for maintaining science notebooks, in addition to exploring scientific content and literacy, is to replicate the work that scientists do"  (63)

*Important for students to know the purpose of their doings

Questions, Claims, and Evidence, Chapter 4

            This chapter addresses the importance of language, and its many forms, within science inquiry.  While "learning how to use language" focuses on students learning the language patterns of science before engaging in the practices, "using language to learn" focuses on students learning the language as they engage with the science practices.  Research has shown that the latter is more beneficial to students because the language of science "...is built within the context of science through embedded language practices" (46).  Writing should be viewed as a "learning task" and the teacher should provide students with the opportunity to "ideate" within the writing process.  Science notebooks provide the resource necessary for ideating.  Writing should be used as a "heuristic function" within the classroom, and as a summary-writing experience so that students are able to reflect upon their experiences and view their progress over time.  Cambourne (1987) has listed the seven conditions for literacy learning, as shown on page 52.  The science teacher must be able to differentiate learning so that he/she may support the writing science process for every student.  When creating classroom activities and lessons, it is important to keep purpose, function, and audience in mind.  With teaching experience, I feel as though writing within the science classroom will become a smooth and successful experience--the teacher needs to figure out what works and what does not.

"If the understanding of the science and the language is built within the context of science through embedded language practices, then student confidence in both the science and language becomes much greater" (46).

"Finally, I have learned that the idea as teachers is to adapt not adopt.  You have to make the process fit for your age of learners" (43).

Ready, Set, Science! Chapter 4

            This chapter describes the "core concept" teaching approach within a science curriculum.  Given so much information to cover within a limited amount of time, teachers scramble to cover the information that is required for the PSSA tests (in PA, for example).  However, wouldn't it be easier to condense units, lessons, and activities within the core concepts, as presented here.  Theories overlap, concepts relate to one another, and links between disciplines are created and sustained.  The core concepts addressed are atomic-molecular theory of matter, evolutionary theory, cell theory, and Newtonian laws of force and motion.  Their needs to be more research and development about teaching with core concepts.  With time, it is though to help students "deepen their understanding of scientific concepts."  The teacher's knowledge and collaborative efforts are essential in reaching the long-term goals of this particular style of teaching/learning.  The idea of "core concepts" allows the students to link the information throughout their K-8 education.  Learning progressions are essential when implanting core concepts in a science curriculum.  The learning progression example is based upon the atomic-molecular theory.  The lessons and activities have been modified to meet the various grades but they all have the same concept involved.  Although this chapter was rather intimidating and in-depth, a teacher should strive to embrace learning progression and incorporate a variety of short-term goals that can help aid in learning progression. 

"If mastery of a core concept in science is the ultimate educational destination, learning progressions are the routes that can be taken to reach that destination" (63).

Connections: 

            Overall, I really enjoyed the Questions, Claims, and Evidence, and the Science Notebooks readings, but I found it hard to focus on the Ready, Set, Science chapter.  I thought that the chapter was too idealistic about implementing an entirely new science curriculum into schools.  While I agree that core concepts are important, I do see parallels between core concepts and big ideas, or enduring understandings.  I believe that it is up to the teacher to present the material and "big ideas" in a manner that is purposeful and useful.  Additionally, teachers are able to incorporate learning progression throughout their yearlong curriculum.  I believe it is unrealistic because it would be so hard to integrate the K-12 science curriculum, so that educators have to be constantly checking with one another and collaborating.  I do not think that is a bad thing but I think that it squeezes certain interests of teachers out of the picture.  It seems to contradict the readings that we have read so far.  If the curriculum is focused on core concepts, with little wiggle room, then it is hard for teachers to explore and expand upon their students' interests or wants.  Additionally, how likely is it that every teacher will be doing exactly what he/she needs to be doing in order to stay on track with the respective core concepts in the respective grades?  If a teacher would fail to teach, or successfully teach a particular unit, then the students would be lacking understanding.  This approach was a source of cognitive dissidence for me because I had never heard of science being presented in this manner.  However, I am open to new approaches and as I experience science in the classrooms, my views may change.

Question:

With the growth of the internet and the expansion of knowledge, and with the ever increasing technological skills of our students, how do you discourage students from using a computer to find the answers/outcomes to science experiments?  Have you ever encountered this?  Wouldn't that hinder the point of science notebooks because they would be biased in their writings?

Campbell, Chapter 3

            A student's science notebook will most likely look much different on the last day of school than how it looked on the first day of school.  As students understand the functions of a science notebook, the ways to organize and record data, and the ways in which their notebooks archive their academic progress, they are more likely to self-assess and understand their abilities.  Students must understand that their predictions do not need to be the "correct" or "right" answer.  Instead, their predictions should be made based upon the experiences and evidence of the experiment.  As the students become more confident and competent using their notebooks, they will most likely address their questions in an organized manner.  Lastly, the science notebooks should be used as a reference tool.  The students should feel comfortable in maneuvering through their notebooks, sharing it with their peers, and reflecting upon their own learning--perhaps even expanding on ideas/thoughts presented in the notebooks, such as a paper or a book?

"In order for students to fully realize the notebook's potential, they must reflect on the work they are doing to determine understandings and new goals" (p. 56)

Questions, Claims, and Evidence, Chapter 3

            In the world of science, I am sure many teachers are tempted to follow basal guides and "teacher-proofed" textbooks.  This chapter addresses how teachers should engage their students and plan their units so that the students walk away from the classroom with an understanding.  That understanding is dependent upon what the big idea is for the topic.  With any unit, there is an overarching big idea that the teacher wants the students to understand.  When a big idea is set forth, the topic and activities that compliment the topic are created.  It is important to remember that the learner is the only one who can control his/her learning.  Therefore, all activities should focus on student-centered learning and understanding.  As with any unit or lesson, assessment follows--in order to find out what the students have learned and now know.  As a teacher I must be aware of my classroom environment.  This includes how I will attempt to prevent classroom misbehavior before it begins.  Additionally, I must be aware of my own language in the classroom and of how much time I spend talking.  If I want my students to engage in constructive learning, I must give them the time to think and answer.  Lastly, group work and collaborate learning environments prove to be beneficial when implemented within certain activities. 

"It is up to teachers to orchestrate opportunities where students can share and expand their developing understandings" (p. 42)

Inquiry Chapter 3

            This chapter focuses on real-life examples in the classroom and how the classrooms are driven by inquiry-based science.  In every example, the teacher allows the students to choose and pick what they want to learn.  Then, the teachers provide the students with the learning opportunities to explore what they want to know.  A teacher should never feel "locked" into an instructional model.  Instead, the various activities should intertwine with one another and help strengthen the understanding of the students.  The science standards for students are based upon grade levels.  Older students are more likely to engage in an inquiry classroom.  That is not to say that younger students will not, but it will take a little more "coaching" from the teacher in order to establish an inquiry-based classroom.  As the teacher, you may tell them what you would like to see in their notebooks, but it is up to the students to decide how they want to record or set-up their answers.  For science, open-ended activities promote an inquiry-based classroom.  The classroom examples proved to be helpful to the reader because of their amount of detail.  There was a K-4 example (Ms. Flores and the earthworms), a 5-8 example (Mr. Gilbert and the phases of the moon), and two 9-12 examples (Mr. Hull and forces/Ms. Idoni's biology class).  It was useful to see the National Science Standards and how each vignette was aligned to meet and even surpass those set standards.

"In an elementary classroom such as Ms. Flores', science activities can also help students develop language and mathematics skills -- an important concern for young children. In her class, students were developing abilities to communicate their observations in writing and orally, to craft and share their explanations using logical reasoning, and to measure, display, and interpret data. This demonstrates the integrative potential of science activities for elementary school classrooms" (p. 46)

Ready, Set, Science! Chapter 3

            This chapter addresses the first strand of the four, understanding scientific explanations.  All students enter the classroom with a plethora of knowledge, understanding, and explanation of how and why life works the way it does. However, a lot of students' beliefs are based upon misconceptions.  A teacher must acknowledge the beliefs of his/her students while helping them "...to develop new understanding" (38).  Presumably classified by psychologists and sociologists, knowledge can be categorized by four domains:  simple mechanics of solid bounded objects, behaviors of psychological agents, actions and organization of living things, and makeup and substance of materials.  Children tend to think about their experiences and knowledge in the respective domain in similar ways.  Children often know the differences between psychological events and physical events.  They are able to understand others' points of views and ideas and they know that the distribution of knowledge is unequal.  Young children are the best "candidates" to undergo a process of conceptual change. There are three types of conceptual change:  first, elaborating on a preexisting concept, second, restructuring a network of concepts, and third, achieving new levels of explanation.  A student's misconception may actually be based upon factual, accurate information.  However, the teacher needs to guide the inquiry of the students towards "a more accurate understanding of the concept."  Based upon the work in Ms. Faulkner's classroom regarding "molecules in motion," the complexities of science can be seen.  It is up to the teacher to break down these complexities into "big ideas" or "core" concepts so that the students and teachers alike may embrace an understanding of science.

"This pattern of thinking or applying reasoning in a consistent way within a domain of knowledge but in different ways across domains of knowledge seems to hold true regardless of a child's culture or language" (p. 43)

Connections/Reflections:

            As I read the examples in Inquiry, Chapter 3, I was impressed by the amount of detail that each vignette held.  As a student, I had never considered all the preparations of the teacher in order for a lesson or a unit to be carried out.  The teacher must be thinking five-steps ahead of the students.  Additionally, as a student, I had never considered that my science classrooms were being sustained by inquiry.  But, I think that they were.  The teachers were constantly leaving questions open-ended, asking for our input and suggestions, and allowing us to create our own investigations and experiments.  They were always available for support and they rarely said that they were looking for the "one, right, only correct answer."  The ironic thing is, I was the student who was looking for a right answer (I feel almost every student was that way).  I wish that I had understood the organization of the classroom (inquiry-based), and that I would not have been so focused on the right answer.  I think I would have gained more insight and knowledge had I not been so obsessed over what was right and what was wrong. 

Question:  How easy is it for a teacher to spot a student who is just "going through the motions" of keeping a science notebook?  Is sincerity easily spotted?  - I can remember many students who copied others, wrote the bare minimum, etc. and I was frustrated that I was giving 110% to the subject while others were merely slipping under the radar.  When is it appropriate for the teacher to step in and evaluate the notebooks, if ever?