Developing Interest and Relating Scientific Learning to the Wider World
Experiencing and showing awe, wonder, and interest
The students wanted to play a tune on their water organ and asked for help from a musician to help them tune the organ.
Thinking in Scientific Ways
Suggesting explanations
Josh joins in a class discussion and suggests cause-effect links for observations or events.
Comparing and evaluating explanations
Josh challenges the evidence provided by others about his scientific ideas but accepts that his ideas may change if someone suggests a better idea.
Understanding how the science community operates
He recognises that there is conflicting evidence in the results gathered by class members but recognises that scientists test their ideas to select the best explanations. |
Investigating in Science
Exploring a situation
Josh makes observations and look for patterns or relationships.
Using systematic approaches and scientific conventions
Josh carries out observations and simple trials based on his own ideas by deciding to hit in the middle of where the liquid was, in each jar. He collects relevant data after it was agreed that a gentle tap was the most appropriate (see Josh's written report).
Processing and interpreting
In his report he reaches a conclusion to a simple investigation and links it to his own understanding.
Evaluating the investigative process as a continuous activity
Josh concludes that the way in which the jar was hit, was very important. This leads to further discussion on the features of class investigation and suggestions of simple improvements (see Teacher-student conversation).
Reporting
Josh reports on some of the investigations in an organised way. |
