Science Engagement Observation
Introduction
There were two presentations made with this group. The first was Materials and Properties, which was aimed at a year 4 class. The second presentation was Living and Non-Living things which was aimed at a year 3 class. These presentations were to engage students with the topics and give the group a chance to present a science lesson. Engagement of students in science is important, as it is essential for their future (Gregson, 2012). Science engagement declines as the students’ progress into high school, however by comprehensively engaging the students at a primary level it can help students see the benefit of high school science (Logan & Skamp, 2008).
Engagement is multi dimensional, it is not just a student look at the teacher while they teach. Full engagement requires behavioral, emotional and cognitive components (Gregson, 2012). By having all of those components activated within the students’ the benefits are numerous. Motivation to do their work and do it well is higher, this also has a run off effect to increasing self confidence in science (Gregson, 2012). …show more content…
This is when common sense comes and experience helps decide weather it is living, for example a branch that has fallen off a tree vs. a tree with one leaf. It is likely the branch is dead or previously living while that tree is living (DEECD, 2012). When looking at the topic living and non-living things students need to be aware of the ethics around investigating living things. Students need to be familiar with a code of caring so they do not harm any living things. Students learn about living and non-living things so they can understand that not just animals and humans are alive. It is also valuable for students to learn the difference between living, non-living and was living so that they understand not all items are just classified alive or
There were two presentations made with this group. The first was Materials and Properties, which was aimed at a year 4 class. The second presentation was Living and Non-Living things which was aimed at a year 3 class. These presentations were to engage students with the topics and give the group a chance to present a science lesson. Engagement of students in science is important, as it is essential for their future (Gregson, 2012). Science engagement declines as the students’ progress into high school, however by comprehensively engaging the students at a primary level it can help students see the benefit of high school science (Logan & Skamp, 2008).
Engagement is multi dimensional, it is not just a student look at the teacher while they teach. Full engagement requires behavioral, emotional and cognitive components (Gregson, 2012). By having all of those components activated within the students’ the benefits are numerous. Motivation to do their work and do it well is higher, this also has a run off effect to increasing self confidence in science (Gregson, 2012). …show more content…
This is when common sense comes and experience helps decide weather it is living, for example a branch that has fallen off a tree vs. a tree with one leaf. It is likely the branch is dead or previously living while that tree is living (DEECD, 2012). When looking at the topic living and non-living things students need to be aware of the ethics around investigating living things. Students need to be familiar with a code of caring so they do not harm any living things. Students learn about living and non-living things so they can understand that not just animals and humans are alive. It is also valuable for students to learn the difference between living, non-living and was living so that they understand not all items are just classified alive or