Fundamental Learning
in the science classroom
by Greg Reiva
Quality, quantity, rich content and
engaging student performance has been my passion, aspiration and vocation, as a science educator, for many years.
Student writing ability, articulation, focus and commitment
on quality and completeness, during the learning process, are benchmarks that I
strive to bring forth from the genesis of my science curriculum.
This school year I have committed to increase student autonomy,
where students work toward taking greater responsibility for their own
learning. This is witnessed as students
become more engaged in research, experimentation and problem solving. These are skills and abilities that students
need to develop within themselves so they can become more successful in school
and in the workplace.
Project-based science, geared toward solving real problems,
is an essential and critical framework for any curriculum that helps to
facilitate learning. Working in teams, students
determine different options or pathways to proceed as they pursue effective
solutions. Students will formalize
ideas, innovate, develop rational and logical arguments and help support
evidence-based problem solving. These efforts in research, experimentation,
critical assessment and engaging presentation of results provide the gateway to
knowledge and understanding.
Autonomy in the science classroom becomes more evident as
decision-making by students become evidence-based facilitated through
experimental design, prioritizing data and focusing upon relevant details to
minimize experimental error. Reliability
and predictability of experimental findings take on a pressing need by
students to succeed, which reflects their personal commitment and their developed
skills and abilities in critical thinking.
Autonomy in the classroom is a catalyst for innovation. Students become more engaged, think deeply
about concepts, problems and possible solutions and develop a sense of urgency
to be able to rationalize their findings which are support by experimental
fact-finding effort.
Students construct hot air balloons to study the force of buoyancy upon lighter-than -air-ships.
Students test in the hallway the motion of propeller driven electric cars.
Constructed prototype electric car model.
Working collaboratively, students complete construction of catapults.
Students testing the thermal energy absorption ability of carbon dioxide gas
Experimental apparatus designed for the testing of greenhouse gases
Cooperative efforts to complete construction of catapults used to test the velocity, acceleration and force applied to projectiles.
Understanding the physics of motion and the transfer of energy from electrical to mechanical energy and ultimately into the kinetic energy of motion.
