4KIDZ
Anthony, Chandrae D, Hassiba B, Tiffany G, Vynetta M, Valeriya and
Natasha B
CBSE 3203:RZ4
Professor: Sharon Anne O’Connor-Petruso
Assignment: #7
Scientific Method
The Scientific Method in the school curriculum is very important and should be
happening frequently and systematically. It provides students with the more fundamental process
of teaching in any level of education. By using the scientific method, teachers can help children
develop their inquiry abilities enabling them to draw conclusions, ask questions. Children can do
research, experiments, formulate a hypothesis, make predictions, analyze their observations and
results. Walter Parker states “it is the chief method used by historians and social scientists to
develop new knowledge and correct old, mistaken knowledge,” (Parker, 304). Besides, “ their
(students) incessant “why” questions show that the motivation to inquire is fully present. Teacher
can help children become more skillful inquirers by engaging them on inquiry often, both as part
of daily classroom life and as a way of learning…” (Parker 304). In his work, the author proves
that children developed the understanding through finding conclusions and supporting evidence.
Children will become critical thinkers after honing their educational skills, which can be
evaluated by the teacher. If the teacher incorporates the Scientific method in their class they will
engage students’ interest to gather information step-by-step which benefits students learning.
Important Safety Issues for School Science
Science education in grade school is a crucial subject for all students. Although there are
numerous ways a child may learn, it is proven that a child learns best through hands on learning.
A hands on science learning structure encourages students to become participants both in and
outside the classroom. However, before exploration can be done a teacher must first ensure the
safety of all her students by creating a safe experimental environment. “Promote and support the
use of science activities in science instruction and work to avoid and reduce injury,“
(www.nsta.org).
To begin, a teacher needs to make available a laboratory area for science activities that is
both functional and safe. The guidelines recommended for K-12 involves taking time to plan.
Teachers need to know the location and proper use of equipment such as gas and electric cutoffs, fire extinguishers, fire blankets, and eyewash fountains or devices. Materials, storage space,
and evacuation routes must be clearly marked. Also teachers should refer to Material Data Sheet
to understand the description of each chemical. Each product should be read carefully to learn
the hazards and warnings. The teachers are also responsible for Duty of Care ensuring the
personal protective equipment for each student. The use of safety goggles is required for many
laboratory exercises” (School improvement in Maryland, n.d.).There are also guidelines to
prevent plant poisoning.
It is then the teacher’s job to give and model explicit safety instructions that is allowed
inside of the lab or classroom during that lesson. Students learning safety in primary school,
“will transfer to the science lab in middle school and high school, and to life in general,”
(www.acs.org). These skills can go beyond the science classroom, and onto to other classes.
Going forward, teachers are expected to keep the laboratory safe so all students can enjoy and
partake in the hands on learning experience.
Piaget and Vygotsky influenced teaching and learning
Both Piaget and Vygotsky have had a lasting effect on the classroom and the education
system as a whole. It forced educators to look at children as individuals and not robots that
regurgitated information being taught to them. Both philosophers looked at children as growing
individuals that are seeking and needful of information with the ultimate goal being their
mastery.
Piaget believed in the stages of development Sensorimotor, Preoperational, Concrete and Formal
operations. He believed that a child learned in specific stages and some, but not all children
move forward after mastering certain things. Whereas Vygotsky believed that children could be
taught by socialization. He felt that children learned from their social interactions and from their
culture. In other words a child’s schema is developed from his everyday experiences and his
ability to learn is enhanced by scaffolding, self directed speech and technology “Private speech is
self talk, children (and adults may use to guide actions and aid in thinking” (Woolfolk 2004).
These theorists disagreed in the teacher's role in the classroom, Piaget believed the teacher held a
minuscule role and should let the child learn by experimentation and discovery. Whereas
Vygotsky believed in the teacher’s active presence in the guided learning of students. They both
agreed that children had a definite time frame at which they can master certain skills Vygotsky
called this The Zone of Proximal Development. “By helping students within their Zone of
Proximal Development, we offer them useful learning strategies which they internalize and
utilize later” (Woolfolk 2004).
That’s where their agreement differed, Piaget left it at a child’s inability to accomplish a
task may be due to his/ her level but Vygotsky believed that with the appropriate scaffolding and
tools a child can learn to master certain things and is not limited by a framework. Vygotsky’s
theories are practiced more commonly in the classroom today because his ideas leave room for
the development of children. Through the assistance of educators who are there to foster their
learning, by further developing their cognition, understanding and critical thinking skills,
enhanced by the use of materials and technology all children have potential to succeed.
References
Parker, Walter C. Social Studies in Elementary education. Thirteenth edition., Pearson
Education, Inc.,
2009.
School Improvement in Maryland. (N.D.) Retrieved from
http://mdk12.msde.maryland.gov/instruction/curriculum/science/safety/safety.html
Safety in the Elementary Science Classroom (N.D.) Retrieved from
www.acs.org
NSTA Position Statement 2015: Safety and Science Instruction Retrieved from
www.nsta.org
Woolfolk, Anita. (2004). Educational Psychology. (9th. ed) Boston: Allyn and Bacon.
.