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Lab Arts Exam

This document contains the responses to questions on a final examination in laboratory arts. In response to the first question about the importance of scientific inquiry, the student explains that inquiry-based learning engages students in investigating questions scientifically and challenges their thinking. It also helps students develop problem-solving skills. The second question asks about different inquiry-based teaching strategies. The student notes that in the class demonstrations, controlled and structured strategies were commonly used, where teachers provide some context or starting ideas and guide students through the process. In the third question, the student suggests science teachers can boost student achievement by encouraging more inquiry in lessons, shifting to a student-centered approach, and having students build on

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Phil Lajom
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58 views

Lab Arts Exam

This document contains the responses to questions on a final examination in laboratory arts. In response to the first question about the importance of scientific inquiry, the student explains that inquiry-based learning engages students in investigating questions scientifically and challenges their thinking. It also helps students develop problem-solving skills. The second question asks about different inquiry-based teaching strategies. The student notes that in the class demonstrations, controlled and structured strategies were commonly used, where teachers provide some context or starting ideas and guide students through the process. In the third question, the student suggests science teachers can boost student achievement by encouraging more inquiry in lessons, shifting to a student-centered approach, and having students build on

Uploaded by

Phil Lajom
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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FINAL EXAMINATION

IN

LABORATORY ARTS

Submitted by:

PHILLIP ARMAND G. LAJOM


MaEd1- Gen. Sci 1

Submitted to:

EMILIA C. JOSON
Graduate Faculty Professor
1. In the 21st Century teaching and learning, what is the
importance of Scientific Inquiry in today’s generation of
students?

In the 21st Century teaching and learning, scientific inquiry or


inquiry process serves as a practical way to approach science for
every learner. In science, it is important to investigate phenomena
or certain questions that will give answers through scientific
method. Therefore, the inquiry method is connected which is an
essential step in scientific discovery.

Inquiry-based science challenges student’s thinking by engaging the


learner in investigating scientifically oriented questions where every
learner give priority to evidence, evaluate explanations in the light
of alternative explanations and learn to communicate and justify
their decisions.

In an inquiry-based classroom, students aren't waiting for the


teacher or someone else to provide an answer — instead, they are
actively seeking solutions, designing investigations, and asking new
questions. Students quickly see the cycle of learning and that
learning has cycles. Students learn to think and problem solve.
They learn that there is no one place or one resource for answers,
but that many tools are useful for exploring problems. Students
actively involved in making observations, collecting and analyzing
information, synthesizing information, and drawing conclusions are
developing useful problem-solving skills. These skills can be applied
to future "need to know" situations that students will encounter
both at school and at work.

2. There are four Inquiry- Based Teaching Strategies. These are


STRUCTURED, CONTROLLED, GUIDED and FREE inquiry.
Which of these was commonly used in the teaching
demonstrations we had in class? Explain briefly.

Based on my observation during our demonstrations we had in


class, controlled and structured strategies were the commonly
used in the teaching demonstrations. In controlled strategy, most
of us provide the context of the lessons as well as starting ideas. In
our activity that we had provided, we let the students to design
their own ideas which are necessary in scientific based inquiry.

On the other hand, we had also used structured strategies in which


we lead the students as they work through the process as a class
together.
3. If you were to suggest, how can science teachers better
facilitate science instruction in order to boost student’s
achievements?

Science teachers can better facilitate science instruction in order to


boost student’s achievements through the following ways or
methods:

 Encourage inquiry in the existing lessons to focus on the


nature of conversation in classroom.

 For inquiry to be successful, the classroom needs to be shift


from a teacher-centered to student-centered environment,
whereby students contribute to the questioning and
generating hypotheses.

 Encourage the students to build on each others ideas by


probing, “How do we know that? This process helps students
develop the habits of mind or attitudes of scientific thinking

 While students are engaged in learning about the natural


world and the scientific principles needed to understand it,
teachers are working with their colleagues to expand their
knowledge about science teaching.

4. Rate yourself from1-5 on how well you understand scientific


inquiry. Support you answer.

On a scale of 1-5, I would rate myself to the score of 5. At first,


since I am a new science teacher in the field of education, I find it
challenging to engage my students in the process of scientific
inquiry. To be honest, I don’t have a good understanding or idea of
what it is. But now, I learned a lot from this subject. Based from my
classroom experience, sometimes I have the tendency to answer my
own questions or to ask questions that require simple, one-word
answers or applying the traditional method of teaching. Instead, I
realized that as teachers, we should ask thoughtful, open-ended
questions that stimulate discussion and build in complexity. When
students have to answer these types of questions, they are engaging
in scientific inquiry.

One of my previous ideas about inquiry was that it consisted mainly


of doing laboratory activities. I discovered that, although labs can
aid in the process of sense-making, they often don’t because they
are either “cookbook” (they don’t allow the students to make choices
or judgments) or “confirmatory” (they follow lectures or students’
reading). What I have realized is that the essence of inquiry does
not lie in any elaborate, equipment-intensive laboratory exercise. It
lies, rather, in the interactions between the student and the
materials, as well as in the teacher-student and student-student
interactions that occur dozens of times each and every class period.

Inquiry-based teaching focuses on moving students beyond general


curiosity into the realms of critical thinking and understanding. We
must encourage students to ask questions and support them
through the investigation process, understanding when to begin
and how to structure an inquiry activity. Because students may
not be familiar with inquiry-based learning, our active participation
through demonstration in an inquiry activity is highly
recommended.

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