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.