Tschappat Portfolio-Science

TSCHAPPAT MASTERS PORTFOLIO 1
Science
Science teaches kids about the world around them and offers students the opportunity to
increase their overall understanding of how and why things work. From the human body to
methods of transportation, science can explain the mechanics and reasons behind complex
systems. Young minds are creative, innovative and full of ideas. Science nurtures these aspects
of the brain. According to Dr. Eric Albone, director of the Clifton Scientific Trust, "Science is an
intensely human, intensely creative, enterprise. Science dominates our lives and presents society
with tremendous opportunities and tremendous challenges" (as cited in classroom.synonym.com,
Cook, 2020).
For most students in the class, this lesson was their initial exposure to the scientific
method. Since I knew this was the case, I formulated the researchable question for the students:
“How does wind affect flight?” Lowery (2010) refers to this as the guided inquiry approach in
which the teacher models asking a question as a scientist does, but allows students to engage
with the inquiry process to formulate an answer. Lowery elaborates: “By modeling such
questions, it will not be long before some students begin to phrase their own questions in the
same way. Teachers are powerful models if they demonstrate what they ask students to do” (p.
8). After posing the question, my students crafted their own hypotheses in response. The students
were able to investigate the results of the experiment to determine if their hypotheses were
correct by crafting paper airplanes to launch on the school playground. Banchi and Bell (2008)
argue that, “students need to experience science through direct experience, consistently
practicing the inquiry skills and seeking deeper understanding of science content through their
investigations” (p. 29). When engaged in the scientific process, students learn that beliefs
change over time as more evidence is collected and they learn to ask investigable questions,
challenge claims and know how to develop data collection methods in order to learn more.
In this lesson on the scientific method, first grade students gained experience creating a
hypothesis, collecting observational data, and then engaging in a scientific discussion based on
their observations about wind. They also were able to utilize scientific tools that were relevant to
the topic.
The experience of teaching this lesson illuminated for me the value of hands-on inquiry.
Lowery (2008) explains that, “teachers can increase the likelihood that students will ask
investigable questions by providing hands-on experiences using provocative materials” (p. 8).
The hands-on experiential learning component of elementary science education is essential as it
allows student scientists to develop a more thorough understanding of scientific concepts and to
make connections between what happens in the classroom and the observed natural environment.
The skills that a student gains from crafting arguments based on observable data and evaluating
claims based on data are essential transferrable skills that will be useful in other areas of a
student’s future adult life. Jenkins (2011) discovered that when science is relevant to a student’s
life they are more likely to succeed in science classes and desire a career in the sciences. I
utilized a topic the children were interested in and gave students adequate opportunities to
respond, ask questions, and explore the concepts through experimentation. Students learn best
when content is related to their interests. This is something they share with professional
scientists: both like to ask their own questions about things they’re interested in, and discover
answers themselves,” (Hills, 2006).
Students are naturally curious, which makes science an ideal subject for them to learn.
Science allows students to explore their world and discover new things and is an important part
of the foundation for education for all children. According to the National Academy of Sciences
(2005), “opportunities to learn science as a process of inquiry has important advantages. It
involves observation, imagination, and reasoning about the phenomena under study. It includes
the use of tools and procedures, but in the context of authentic inquiry, these become devices that
allow students to extend their everyday experiences of the world and help them organize data in
ways that provide new insights into phenomena” (p.52). By formulating science lessons that are
engaging, hands-on, and about the world around them, it lets students know that they can help
solve the world’s problems.
.
References
Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46 (2). 26-29.
Cook, Jessica. Importance of teaching science in elementary school. classroom.synonym.com,
https://classroom.synonym.com/importance-teaching-science-elementary-school-
5810234.html. 27 June 2020
Hills, Thomas. (2006). Making science relevant: Using students’ to teach the art of scientific
inquiry. Science Scope, 30:1,60-62. Retrieved from ProQuest.
Jenkins, Lynda. (2011). Using citizen science beyond teaching science content:
A strategy for making science relevant to students’ lives. Cultural Studies of Science
Education, 6:2,501-508. Retrieved from https://link.springer.com/article/10.1007/s11422-
010-9304-4
Lowery, L. (2010). Sparks that ignite inquiry. Science and Children, 48 (4). 8-9.
National Research Council 2005. How students learn: Science in the classroom. Washington,
DC: The National Academies Press. https://doi.org/10.17226/11102.

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TSCHAPPAT MASTERS PORTFOLIO 1

with tremendous opportunities and tremendous challenges" (as cited in classroom.synonym.com,

The hands-on experiential learning component of elementary science education is essential as it

answers themselves,” (Hills, 2006).

(2005), “opportunities to learn science as a process of inquiry has important advantages. It

solve the world’s problems.

Cook, Jessica. Importance of teaching science in elementary school. classroom.synonym.com,

5810234.html. 27 June 2020

inquiry. Science Scope, 30:1,60-62. Retrieved from ProQuest.

Education, 6:2,501-508. Retrieved from https://link.springer.com/article/10.1007/s11422-

DC: The National Academies Press. https://doi.org/10.17226/11102.

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