CourseAssessment-Reflection 4

This week's reading Doing Science: The Process of Scientific Inquiry is a report focusing on Science Inquiry. This work is divided into several sections. It includes four lesson plans modules which teachers can use which are examples of science inquiry. This report beginning with the forward, which introduces the reader to the National Institutes of Health and its mission/goals, organization, research, grant-making process, Nobel Prize contributors, impact on the nation's health, and science education. A brief description about the National Institute of General Medical Sciences is also provided in this section.

            The introduction of the book highlights some of the innovations in science, new technology which is having an effect on many aspects of the modern world. Some of these are work done in DNA technology, in vitro fertilization techniques, personal computers, and cell phones. During the introduction the four objectives of this science inquiry module are related. These objectives begin with helping students to understand basic aspects involved in scientific inquiry. Students are to learn that science is not a rigid set of methods but is flexible. The second objective is for students to be able to develop their critical-thinking skills. The third is to assistance students envision the purpose of scientific research. The last objective is to try to get students to think in the terms of scientific inquiry not only in the present but also as the get older.

            The next section is titled, Implementing the Module, which contains an outline of how to go about in teaching the four lesson plans which are included in this book. This part of the work also includes information about the connection of science concepts as well as in regards to help the modules relate to National Science Education Standards. The 5E model is discussed in this section and quite a bit of detail. There is also information concerning teachers promoting safety in science classroom.

Following section provides information in regards to the use of the student lesson. There is an overview followed by a description of preparation. It also includes a module timeline, hardware-software requirements, the use of the web, collaborative groups and in with web activities were disabled students.

The final section of this work is titled, Information about the Process of Scientific, which I found the most important and best parts of the reading. It gives detailed background on science education in America and the use of science inquiry. There is a discussion about science inquiry used in middle school science curriculum. There’s information about inquiry and educational research which is discussed in great detail. Information in regards to inquiry and National Science Education standards is provided. This section also includes an easy to follow table showing essential features of classroom inquiry and their variations as well as one on Content Standards for Science as Inquiry focusing on grades 5-8. As well as a section that includes misconceptions about inquiry-based instruction which includes descriptions on seven misconceptions. There is also a discussion of important elements scientific inquiry for use with the module, highlighting the nature of science inquiry: science as a way of knowing, scientifically testable questions, and scientific evidence and explanations. The final two parts of this section focus on teaching science inquiry and ends with an example of scientific inquiry: epidemiology.

A possible proposal based on this reading could be to study how effective the included modules are working with actual students. All four lesson plans could be taught to several groups students were focus group could be used to gauge the students understanding of the concepts as well as their engagement throughout the lessons.