"Scientific Inquiry" PPT courseware

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"Scientific Inquiry" PPT courseware

Part One: Experiential Activities—Adjusting the Pendulum

If you use such a pendulum (made of a cotton thread and a washer) to make a seconds pendulum, can you please predict how long the cycloid will be?

Complete the following activities

Make a pendulum with a cycloidal length of 15 cm and measure the number of times it swings in 30 seconds.

Make a pendulum with a cycloidal length of 30 cm and predict the number of times it will swing in 30 seconds. Then actually test it.

Predict again: To make a second pendulum, what is its approximate cycloid? What is the basis for your prediction?

Compare the feelings of the two predictions.

Scientific inquiry PPT, part 2: continuing activities

Please formulate an operation plan for adjusting the second pendulum and see which group can successfully produce a second pendulum in the shortest time.

Scientific inquiry PPT, part 3: About conjectures and predictions

The specific statement of the requirements for ‘predictive skills’ in the curriculum standard

3.1 Able to apply existing knowledge and experience to make hypothetical explanations for observed phenomena (P9)

3.2 Be able to distinguish what is a hypothesis and what is a fact (P9)

1.4 Experience the importance of using imagination to establish hypotheses in scientific inquiry (P9)

7.3 Able to reflect on one’s own inquiry process and compare the results of inquiry with hypotheses (P9)

Scientific Inquiry PPT, Part 4: The Significance of Prediction in Scientific Inquiry Activities

Scientific prediction is the beginning of students’ thinking activities in scientific inquiry, and it can also be said to be the most basic thinking.

Scientific predictions determine the direction of next steps of inquiry

Scientific prediction is the driving force for students to actively explore in science classes

Through prediction-verification activities, students can cultivate the courage to explore the truth, the spirit of not being afraid of setbacks, and the attitude of being ready to correct mistakes at any time.

Prediction can help teachers understand students’ existing cognitions and better promote teaching

Issues that should be paid attention to in the teaching of prediction:

Predictions must have certain basis

Predictions should be based on students’ existing experience and knowledge. When designing links for students to predict, teachers must find out whether they have a certain experience base; for low-level students, the most meaningful predictions are when they are fully active , based on my own observations.

Let students talk about their guesses based on their own evidence. It is recommended that teachers ask students more "Why do you think so?"

Allows for multiple informed predictions to exist

Students have different knowledge backgrounds, different thinking levels, and different views on phenomena and problems. The existence of well-founded speculations and hypotheses put forward by students should be allowed to exist.

Let students question each other and analyze together during the prediction process, so that existing predictions have a more sufficient basis.

Scientific inquiry PPT, part 5: About observation

Apple Watch

Looking at the apple from this picture, what information do you see about the apple? Write it down.

Thinking back to the real apples we saw, what did you see? Write it down.

If you were asked to see a real apple now, how would you like to see it?

What else can you see? Record what you see.

Scientific inquiry PPT, part 6: analysis

Problems with our scientific observations

Observation is the basis of scientific research. All scientific research is developed and deepened based on observation.

At the primary school level, the main goal of scientific inquiry should be on the most basic "observation" link, so that students can master scientific observation and develop good habits of scientific observation during scientific learning.

From the writing structure of science textbooks, we can find clues to the development of teaching materials that gradually cultivate and improve students' observation abilities.

Scientific inquiry PPT, part 7: Problems in students’ observations:

Not precise enough: note general features.

No order: messy, unsystematic.

The target is easily deviated: easily disturbed.

Weak objectivity: easily affected by subjective factors.

The observation description is not scientific enough.

Strategies for cultivating students’ observation skills:

Carefully select and prepare observation materials

Strengthen guidance on observation methods

Strengthen guidance on specific details

Use various forms to cultivate interest and ability in observation

Sufficient and suitable time

Pay attention to the role of language (description) in observation

Teacher's language - focus on the scope of observation, clarify the purpose, point to the object of observation, guide attention to hidden details, etc.

Students’ language—use language to describe and organize various observed phenomena

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Update Time: 2024-09-09

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