Teaching inquiry-based instruction in secondary Earth science classrooms

¶ … Earth-Science

Inquiry-Based Education in Earth Science Instruction

Creative Essay

The objective of this work is to discuss the experiences of a teacher presenting Earth Science coursework in the secondary school setting. Covered will be that which defines inquiry-based instruction; the development and demonstration of inquiry-based learning activities for teaching science; National Science Education Standards at the appropriate grade level; Classroom dynamics for teaching science in the secondary school setting; Assessment in Earth Science Teaching and Design of Curriculum; an example of an original high-school earth-science activity; an example of an original middle-school earth-science activity; Teacher presentation, lesson and activity objectives; Grading for science; National norm referenced testing for science.

Introduction

Earth Science is particularly complicated in relation to instruction in the contemporary classroom. This is because of the many political and social issues involved in this area of study which, in the eyes of many, is an area of religious import as well. Furthermore, the initiative to teach in an inquiry-based manner further expands the research and examination in relation to providing instruction in Earth Science. When considering a method of instruction it is critical to take into account the grade-level appropriateness in relation to the curriculum and inclusive classroom activities when planning the instructional lessons and accompanying activities.

The phrase 'engagement in learning' is a phrase that bespeaks of the students' involvement in their own learning process. In order for a student to become truly engaged, or indeed involved in their own learning process it is necessary that the teacher provide the invitation and provide as well practical activities in which the student can engage and thereby become cognitive that they possess a certain power or control in relation to their own learning process.

A wonder?....why?...What does this mean?...How come?...these all are questions that the teacher having asked the students will hear reverberating across the curriculum and will comprehend as being 'key' in the achievement level of student learning in the Earth-Science classroom.

Learning Activities in Science Instruction

Inquiry-based instruction in science could easily be demonstrated through a study on the beginnings of the Earth and its' surrounding planets. This is a subject that thoroughly terrifies most teachers either because their beliefs collide with certain teachings in science or because the beliefs of students, parents, colleagues or those in supervisory positions are not in cohesion. This subject however, when taught in the method of inquiry-based instruction is one that allows students to explore and learn without the confinements that exist in other forms of instruction in the classroom. This is especially important in the study of science as so much new information is being daily reported changing the face of science at a rapid and unrelenting pace.

One method of providing the student a meaningful learning experience would be to relate the differentiations in the theories proposed by science and religion worldwide and then through the method of inquiry-based instruction to lead the student on an exploratory journey which allows the student to think, question and formulate their own view to an extent since science has not efficiently or ultimately provided a sure answer to this one specific question asked by all mankind.

III. National Science Education Standards and Grade Appropriateness

National Science Education Standards require grade appropriateness be integrated into the activities and information presented to students through instruction. For instance, one would not involve a middle-school classroom in certain chemical investigations that a high-school classroom might be considered appropriate for.

IV. Classroom dynamics for Secondary School Instruction

Classroom dynamics should be considered in instructing the secondary classroom. Dynamics include the room design, any special needs of students, and the overall environment as it relates to inquiry-based learning and instruction. Once stated was: "Quality teaching is the result of a continued search for greater insight and constant effort to improve new skills and procedures. It is achieved, if ever, by study, by evaluation, by experimentation and by revision of goals, theory and techniques in the light of new data." (Wiles, 1959) Indeed as the dynamics for the secondary classroom change due to differentiations in many factors then so should the curricular structure move with those changes in order to promote learning among students.

V. Assessment in Earth Science Teaching

The teacher should ask the question of themselves: "Does the instructional method propel the students to ask questions?" If the answer is no the teacher should ask what it is that they might do to stimulate the students to curiosity so that questions will formulate in the mind of the student with learning as the outcome in this questioning. If the students are actively questioning the subject matter and interested then the teacher can make a positive self-assessment. However, if the students are disinterested then teacher may know that the methods of inquiry-based instruction being used are ineffective and should be modified.

VI. Design of Curriculum;

Curricular design in Earth Science must be one that beckons to the individual student therefore it is understood that the curriculum in the Earth Science classroom is one that is diverse in a cultural/religious level as well as in the manners it may be presented to the student, of whom each is very differential in their formative and experiential self. When taken into account, those differential and experiential variations clue the instructor who is astute into developing different learning experiences through methods of technological props and aids, hands-on learning, lecturing the classroom, and reading instruction. Through these methods the teacher then has the opportunity to lead the student on a journey of formulating questions in relation to that which has been read, heard, participated in, or watched on a video or slide projector as the students do not all respond at the same level as one another to all instructional methods.

VII. Example: High-school earth-science Activity

One particularly popular activity in for Earth Science in high-school classrooms is a project that concerns itself with projects of planting in the town square or a park project or perhaps at the old depot that is now a landscape marker in the towns founding memorial. Whatever the initiative students are able to learn much in relation to Earth-Science through the process of landscaping with thought being given to drainage and soil preservation. The process of planting and growing as well lend to the student having learned in a participative manner. Furthermore the student's knowledge will flower along with the flowers they plant and like the annuals bloom time and time again as knowledge builds upon knowledge in the lifetime learning process of the student of Earth-Science.

VIII.. Original Middle-School Earth-Science Activity

Earth-Science in the Middle-School classroom has the potential to either bring the student to embrace or dismiss this knowledge presented. Presentation is 'key' to the Middle-school student. One very positive activity that easily integrates inquiry into the instruction and learning process is that of a field trip. A field trip to the site where sediments of the earth are readily displayed for viewing allows the student to grasp the import of the many years historically represented. Different textures of the sediments as well as the different life forms that can be seen lend to the teacher bringing out the many vast areas of questioning that exist in this learning experience for the student.

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.