Earth-Science Inquiry-Based Education in Earth Term Paper

IX. Teacher presentation

The teacher's presentation in inquiry-based learning must be one that presents questions to the students. This can be best achieved through an interesting presentation that requires students to actively and fully participate in that which is being presented by the teacher. Capturing the classroom attention in this activity may be easily accomplished through filling a basket or box with oddities relating to earth science and to one-by-one pull them out of the container and lay them on the object being used for the presentation (i.e. teacher's desk, table, etc.) and to then ask the students what the object is allowing the students to guess, discuss and debate, and then providing the correct answer. But this is not the only question asked as the answer leads to more questions. For example: The teacher removes a conch shell from the basket holding the mystery items. The students guess and many answers are given. The teacher supplies the correct answer stating that indeed it is a conch shell. From this point the teacher could ask the students to identify which sediment layer it might be expected to be discovered in which leads to more questions and accomplishes having provided instruction through the inquiry-based method. Indeed this method of instruction is an excellent way to assist the student in the learning process.

X. Lesson and Activity Objectives

The objective of the aforementioned lessons and activities are to provide instruction in a manner that provides the essence of true learning in relation to science and specifically that known as 'Earth-Science'. The individual cannot effectively learn any aspect of science without having integrated the ability to continue to learn as science continues to become more knowledgeable and at such a rapid rate.

XI. Grading for Science

Assessment in the student's progress and level of achievement in Earth Science should be primarily based on participation by the student in his or her own learning process. Since Science is an ever-changing, shifting and essentially a constant re-learning process then it is clear that the ability to actively question the subject matter is the most important skill as well as the most important aspect associated with the field of science and certainly in the learning of science. Secondly assessment in Earth Science should require that the student account for information concerning aspects of Earth Science that have not been witnessed to change, although there is little of that at this time of global warming and other earth changes.

XII. National norm referenced testing for science.

National Standards in relation to Earth-Science testing are presently based on standardized testing procedures. This is very out of kilter when assessing the achievement of students relating to Earth-Science. Indeed since Earth-Science is not an area able to be homogenized and certainly it cannot be standardized then how can standardized testing ever hope to measure the achievement of a student in this subject. In fact, standardized thinking and learning is that which would serve to stifle any true learning in the field of science and would put an end to knowledge in science. Indeed the field of Earth-Science is on characterized by change, growth and discovery and if standardized then Earth-Science will officially become something stagnant and void of knowledge instead of the living breathing subject in learning which it in truth is.

References

Wiles, Kimball (1959) Teaching for Better Schools, 2d. ed Englewood Cliffs, N.J. Prentice-Hall, Inc.

Zimmerman, S & Hutchins, C (2003) 7 Keys to Comprehension. Three Rivers Press. New York.

Inquiry-Based Education in Earth Science Instruction