Inquiring Minds In The Classroom Study Guide

I. Summary of What Happened:

Chapter 1: Inquiring minds in the Classroom discussed about the scientific inquiry which means a “way of teaching and learning about science that reflects how scientists perform science on a daily basis” (Peters & Stout, 2011 p.19). The 5E instructional models consist of engagement, exploration, explanation, elaboration, and evaluation. Inquiry models develops inquiry activities, contemplates the end result of each student’s learning, considers each student’s level of concept and skill, contemplates ways to arrange materials, follows up to check individual and group understanding, and identifies misconceptions and reengages further exploration. In addition to what I have learned are inquiry-based lesson, child-centered perspective of inquiry, scientist support of school-based scientific inquiry, and how do children and society benefit when science is taught properly. One important benefit is quality science programs make it possible for advanced study, which can lead to many occupational choices.

II. Professional Reflection (How would you use in your classroom?)

Consequently, the 5E model gives me a new perspective about teaching science inside the classroom. According to the text (Peters and Stout, 2011, p.9), “the 5E model described in the Indicators for Inquiry lesson represents an effective way to promote inquiry in the classroom. It continues to grow in popularity and is becoming infused into domains such as district and state science frameworks, textbooks, science curricular materials, and individual lesson plans in traditional classrooms”. I agree with the statement above because if we teachers taught the science inquiry properly, the students become a scientist of their own. They are building themselves to be an independent and lifelong learner. The concepts itself can be infused towards our day to day life