Children, by nature, are curious beings. As teachers, we need to grab student’s attention, engaging them from beginning to end. If children remain interested, they will continue to ask questions, and explore the world around them in pursuit of answers. Therefore, learning from these experiences.
In this article, Curiosity + Kindergarten = Future Scientists, authors Jenny Sue Flannagan and Liesl Rockenbaugh (2010), discuss how “carefully crafted experiences in the early childhood classroom can create learning opportunities for children that allow one curiosity to lead to another (Flannagan & Rockenbaugh, p. 29).
For the past year, using the 5E model of instruction, based on their local and state standards, the authors have worked together to develop science lessons for kindergarten students built around everyday objects and experiences. This article gives complete directions on the examination of an ordinary egg. In the beginning, stages, to help students get started the teacher posed fundamental questions. For example, "What color is the egg," "What shape is it," and "How does it feel?" to guide their thoughts (Flannagan & Rockenbaugh, 2010, p. 29). In other words, the children explore, observe, and then recorded their observations and opinions using what information they could see in front of them. By teaching students to start with the basic questions, they would then use these same issues when first approaching any new science concept. In the answering fundamental questions, the children presented more and more questions of their own, such as “What does the egg look like inside? Will the inside change when variables are introduced? And how will they change?” to name a few. Throughout all the activities in the author’s first year, they worked with students to help them understand the type of question asked can determine what they need to do to find answers to their questions (Flannagan & Rockenbaugh, 2010, p. 31). The authors found that by December, without definition or explanation of the concept, the students were able to understand the process of independent variables. Meaning that they that they only had to change one thing to see what happened next. They also found that students had a basic knowledge of scientific method and the inquiry process, understanding through their experience that scientists ask questions, collect data, and record information to write about it or communicate it to others (Flannagan & Rockenbaugh, 2010, p. 31). And it was noted, by the authors (2010), that student vocabulary expanded through the use of descriptive words also allowing students to use words and sentences to communicate what they learned to those outside of their classroom (Flannagan & Rockenbaugh, 2010, p. 31). According to Flannigan and Rockenbaugh (2010), working as scientists do the class made observations using their senses (p. 28). By allowing the students to compare what remained the same and what was different, they were able to form conclusions. Or make new inquiries, make new comparisons, thus fully engaging them in the scientific method and the process of investigation. The authors state, “by presenting children with experiences that counter what they believe, we have found it easier to get students to generate questions instead of telling personal stories” (Flannagan & Rockenbaugh, 2010, p. 31).
This method of teaching engages children’s natural curiosity and fuels cognitive development. And, with the right support and appropriate guidance of their teacher’s children can learn to think and work like scientists, turning their lack of formal methodology into the scientific method (Flannagan & Rockenbaugh, 2010, p. 29). Children’s curiosity and need to make sense of the world around them becomes the foundation for beginning to use skills of inquiry to explore first occurrences. While facts are important, children need to start to building an understanding of core concepts relating them to their experiences and apply to the world in which they live. Children’s experiences in early development can have a significant impact on learning in later years. In teaching students, how to ask the right questions, we as teachers help build the foundations necessary for critical thinking, build confidence in which children want and continue to learn, and foster problem-solving skills.
According to the author, children are not yet scientists and experts; at this age, they require guidance and structure to turn their natural curiosity and activity into something more scientific (Flannagan & Rockenbaugh, 2010, p. 31). They need to practice science through the scientific method and engage in scientific inquiry. They need to “do science.” This article confirms all of the readings both course-related and independent of this course that I have read throughout the semester. According to Susan Jindrich (1998), research has shown that people remember things better when they learn them by doing (Jindrich, How do Children Develop?). Such abilities are important not only for science but in everyday life. And providing children with real-world connections encourages children to think outside the box and further develop critical thinking skills needed in daily life. Further developing inquisitive minds is not only a wonderful thing when they can advance appropriately, but it is also crucial to the development of children as young scientists. It may be the difference between liking science and disliking science.
The main reason I chose this article is that I know from my experience how teachers have directly affected my perception of various subjects throughout my life. I believe it's imperative to foster a relationship where children have the confidence to ask questions knowing they will not be told they are "dumb" questions or that something is "not important." I see with my children; how important it is for teachers to create an environment in which children can thrive and be successful. And I have witnessed through coursework this semester the level of commitment students require of teachers in knowing and understanding both content and the use of technology in creating engaging that are presented in a fun way in which they can learn. I plan to use this information in planning my future lessons to provide my student with a creative environment in which all students can learn. Research is useful in helping me to grow as a teacher, learn from others experience to adapt my style of teaching and increase my pedagogical knowledge.
Children naturally want to learn about the world around them, and children’s questions often overlooked can be used as valuable teaching opportunities. By engaging children before the start of each lesson, we encourage their curiosity, their involvement, and actively promote lifetime learners.
Resources:
Flannagan, J. S., &
Rockenbaugh, L. (2010). Curiosity Kindergarten = Future Scientists: Teaching inquisitive
young children how to ask good questions. Science and Children, 48(4), 28-31.
Jindrich,
S. (1998). How do Children Develop? Retrieved April 2, 2017, from
http://www.gdrc.org/kmgmt/learning/child-learn.html
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