Chapter 6: Redefining Inquiry in Science

Chapter 6: Redefining Inquiry in science

Schmoker’s approach to science is similar to his approach to Social Studies.  Focus on the essentials, read and write often and allow students the time to discuss the topics with each other.  Here is the bulleted overview of the chapter:

·         Close reading of selected portions of the science textbook

·         Regular reading and discussion of current science articles

·         Interactive lecture

·         Writing every day

·         A reasonable number of carefully chosen labs that reinforce the content

 

He emphasizes the need for more reading of the science textbook with a focus on vocabulary and relating the graphics to the text and often times reading then re-reading the same passage to fully understand it. “Students who used textbooks and wrote purposefully about content learned more content” (pg 170).  I liked the testimonials from scientists stating how important reading is and that you don’t just “do” science, you have to be able to read about it and understand it.

One very interesting point Schmoker makes in the chapter is that in the US we simply try to teach too much science than we have time for. He states “In the highest achieving countries the number of core concepts and standards taught in science is less than half of the United States.” (pg 165)  In the next couple of years we will be adopting the Next Generation Science Standards that will only add more to the plate and leave less time to go in depth in each topic.

Schmoker stresses the fact that kids learn science better from reading, writing and discussing science than they do from working on labs.  I disagree when he states that most of the labs in schools don’t have anything to do with the standards being learned, in Davenport all of the labs are carefully chosen to correlate with the Iowa Core.  But I can say that this year I had to carefully decide what activities were worth keeping and what labs were important enough to keep.  I came to find out exactly what Schmoker states.  The students learned more information more quickly from direct instruction, reading text and articles and having discussions.  As much as I like labs and I hate to admit that we probably do too many, I think he’s right. Middle school kids especially have the tendency to stray off task, take all short cuts possible and delegate their way to learning as little as they can slide by with.

He finishes by highlighting how important it is for students to be given many opportunities to write about what they know, defend their thoughts, argue a point and otherwise write their thoughts down to make them more coherent, precise and organized.