trying something new….trying to build a particle model to describe precipitation reactions. So far, students are saying that drawing out the ions are helping them understand dissolving, combining reactants and possibilities for recombined products.
The use the solubility rules to determine which is insoluble.
Revisiting something old. making them write down the rule that proves new molecule is insoluble.
Next up: molecular; complete ionic and net ionic reactions.
Looking over the new science standards, I’ve come to the realization that the Engineering strand of the standards is all about Inquiry:
– Next Generation Science Standards; Appendix F states that the eight practices of science and engineering, the Framework identifies as essential for all students to learn, and describes in detail, are listed below:
- 1. Asking questions (for science) and defining problems (for engineering)
- 2. Developing and using models
- 3. Planning and carrying out investigations
- 4. Analyzing and interpreting data
- 5. Using mathematics and computational thinking
- 6. Constructing explanations (for science) and designing solutions (for engineering)
- 7. Engaging in argument from evidence
- 8. Obtaining, evaluating, and communicating information:
While the NSTA Official Position (Oct 2004) has this to say about Scientific Inquiry: Regarding students’ abilities to do scientific inquiry, NSTA recommends that teachers help students:
- Learn how to identify and ask appropriate questions that can be answered through scientific investigations.
- Design and conduct investigations to collect the evidence needed to answer a variety of questions.
- Use appropriate equipment and tools to interpret and analyze data.
- Learn how to draw conclusions and think critically and logically to create explanations based on their evidence.
- Communicate and defend their results to their peers and others.
Regarding students’ understanding about scientific inquiry, NSTA recommends that teachers help students understand:
- That science involves asking questions about the world and then developing scientific investigations to answer their questions.
- That there is no fixed sequence of steps that all scientific investigations follow. Different kinds of questions suggest different kinds of scientific investigations.
- That scientific inquiry is central to the learning of science and reflects how science is done.
- The importance of gathering empirical data using appropriate tools and instruments.
- That the evidence they collect can change their perceptions about the world and increase their scientific knowledge.
- The importance of being skeptical when they assess their own work and the work of others.
- That the scientific community, in the end, seeks explanations that are empirically based and logically consistent.