INTRODUCTION:  Science education in contemporary American elementary and high schools is far removed from the actual science practiced in science laboratories.  As a result, students frequently learn that science is nothing more than following instructions.  They are given the "recipe" for the experiment and they follow it.  There is little thought given to the reason why they are completing the steps of the experiment.  Students who learn this method of science are rarely challenged to develop important critical thinking abilities and problem solving skills.  In addition, students are being deprived of the enriching experience that is derived from  the opportunity to comprehend the work of true scientists.  Because of the lack of positive scientific experiences, students are not encouraged to pursue  professional and economically rewarding science careers.

An inquiry based science program is required for providing the students with experiences that model those of scientists  in a laboratory.  One approach  currently used in inquiry based science is constructivism.  Constructivism can be defined as the acquisition of knowledge being constructed or built  based on a learners past experiences.  The constructivist approach replaces the common fallacy that a lack of knowledge is indicative of a lack of intelligence.  The constructivist approach to learning science is also a more natural approach for integrating science and technology.

Constructivism, although  currently popular, is not a new idea.  Some aspects of the constructivist theory can be found among the works of Socrates (Crowther 1997).   Educational theorists such as Pestalozzi,  Piaget, and Dewey provided the foundation for modern day constructivism.
 
Through constructivism educators provide a common base of experience for all students within a classroom setting.  Instead of walking into the classroom and hearing lectures and definitions, students can be given engaging activities that will help them understand concepts and give them experience using  the method of scientific inquiry demonstrated by professional scientists.  Once students have the experience, they can link concepts to their experience.

This technique is known as The Learning Cycle. First the teacher explores an idea by doing hands-on activities which are not centered on the students having prior of the concepts.  Second,  the teacher explains the concept and connects it to the activity the students recently completed.   During the final activity the students the students are asked to apply the concepts so that the teacher can utilize a rubric to assess their comprehension.
 

SIMULATION:

In order to engage all students and access prior knowledge, prepare a learning cycle activity using one of the following methods:

• Then the students are divided into groups of five, with each student choosing one question (see below).
• There are five students, each student must have a different number within a group.
• Each student writes down his idea or answer to the question on a post-it note.  Don't worry if the groups are    uneven due to class size as long as there are no more that five students in each group.
• At different areas around the room all of the students who responded to question number one gather in one group.  All of the students who responded to question number two gather in one group and so on.
• Once the students are in their new groups,  they have to construct a sentence or picture (using chart paper and markers) that best describes the combination of all the responses to that particular question.
• After everyone completed this assignment the teacher discusses the sentences and or pictures with the class to clear up any misunderstandings of basic information and answers any questions.
• Then the students proceed to the exploration and explanation phase of the learning cycle in order to enhance their understanding of the concept of climate change in a new situation.

• Write each one of the questions numbering 1-5 on a sheet of chart paper.
• Place sheets of chart paper in various areas around the classroom.
• Divide students into five groups and give each group a different colored magic marker.
• Assign each group one question and have all of the members of that group stand next to that question.
• Each group has two minutes to answer a question. After two minutes, rotate student groups until each group has had an opportunity to respond to all of the questions.
• Discuss responses.

1.  What is the difference between weather and climate?

2.  What are greenhouse gases?

3.  What is the greenhouse effect?

4.  How would you figure out what the climate was like 150,000 years ago?

5.  How would you predict the climate 100 years from now?

6.  How will climate change effect life on earth?

Note to teacher:  Learning Cycle questions may be adapted based on content and grade level.
 
 

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