The divided classroom doing science
The third quarter of
the school year begins with splitting the class of students down the
middle. The result being is the boys on one side of the room and girls on the other
side. It requires a level of directness
from the teacher, but in the end the class settles along lines of gender. This provides for an opportunity, during this
school year, to do things different. It
is an opportunity to get students to further embrace the rigor and relevance
when doing science and to value what is accomplished in the classroom.
The boys begin by prototyping mechanically driven cars,
designing new innovations and testing performance outcomes. The girls work on implementing research into
the growth of organic herbs and vegetables looking for ways to maximize outputs. These learning outcomes, aligned for all of
the students, help develop their abilities to work cooperatively, think
critically, study concepts in science and creatively imagine outcomes as a
result of their increased understanding and experience. These projects are bold educational initiatives that give students more autonomy in the
science classroom along with opportunities to increase their self-efficacy as
learners in the 21st century.
Providing motivating factors that get students engaged as
active learners becomes a central emphasis in the science curriculum. The goal is to create a learning environment
where students take ownership in doing
science, which results in an enhanced learning experience. The project outcomes are clearly defined and challenging
for the students. It provides them with
the means by which problem-solving methods are cooperatively showcased and
shared.
Working in teams, the girls define new experimental designs
that investigate independent variables necessary to stimulate and enhance the
growth of plants. Students work toward
the goal of increasing the growth and vitality of organic herbs and
vegetables. The clarity of the outcomes
that need to be accomplished helps students to focus upon both the physical
resources needed and their own capacity to solve problems. With nearly a school year of experience working
with growing plants and producing organic fertilizers, these students come well
prepared to initiate their own inquiry-based research. It is the culminating effort by students supported
by a year of study in both areas of physics and chemistry.
The boys continue their investigative process of building and
testing mechanically powered vehicles. When building working prototype car
models from material provided by engineering-based science resources, these
students utilize their skills and abilities to think critically and creatively while
working cooperatively in teams to solve problems. The challenge to build, test and analyze the
car performance provides the means by which students learn science. Students work toward accomplishing performance
based outcomes, and they are focused and engaged in a learning process that is ultimately
visualized as functioning models of cars.
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