Altering Objectives and Educational Goals in SLH Programs: Changing the Focus and Students' Learning Objectives
In a classroom setting, observation plays a pivotal role in fostering scientific thinking among students. This is demonstrated by a science teacher named Gail, who effectively utilises observation as a core tool to develop her students' scientific capabilities.
Gail's approach involves explicit teaching about the distinction between observation and inference, encouraging creativity and reflection during scientific inquiry. By doing so, she helps students understand that observation involves gathering empirical evidence through the senses, while inference involves interpreting that evidence creatively and critically. This understanding improves students’ grasp of the Nature of Science (NOS) and scientific inquiry (SI).
One of the key projects that Gail implemented was an investigation into earthworms. After learning more about these unique creatures, the students were able to make more scientific observations. Gail altered the aims and learning intentions of the activity, shifting the focus from earthworm characteristics to observation skills.
To aid their observations, students were equipped with hand lenses, rulers, and the earthworms brochure. They were encouraged to take their time and learn how to use these observation aids effectively. Providing this opportunity for focused observation is crucial in the learning process.
Gail's adaptation of the "Observing earthworms" activity also included the use of digital resources. The class watched the SLH video clip "Physical adaptations for life underground" and used the interactives Earthworms: inside and outside. This integration of technology enhanced the students' curiosity and technological self-efficacy, which supported creative problem solving and deeper engagement with scientific phenomena.
The students learned and discussed new scientific vocabulary such as dorsal, segment, clitellum, and prostomium during this project. They also found joy in the process, discussing the fun of looking through magnifying glasses and the ability to measure earthworms.
Sharing observations is another important aspect of this approach. By sharing their findings, students become more aware of what can be found by careful observation and draws attention to things that might have been missed. This collaborative learning approach is a fundamental part of Gail's teaching methodology.
This research project was conducted over one term to investigate how teachers like Gail use Science Learning Hub resources for science teaching. The focus of the research was on Gail's adaptation of the "Observing earthworms" activity. In Gail's adapted version, the learning intentions included identifying observation as a way of gathering evidence, making multiple observations using various senses, and recording observations in multiple ways.
Observation is crucial to a scientist's work, and this article provides links to other observation activities and research briefs on adapting Science Learning Hub resources. The goal is to inspire other teachers to implement similar strategies and foster a love for scientific inquiry in their students.
[1] Ministry of Education. (2017). The New Zealand Curriculum. Retrieved from https://nzcurriculum.sch.govt.nz/ [2] Ministry of Education. (2018). Digital Technologies in the New Zealand Curriculum. Retrieved from https://www.education.govt.nz/ [3] Science Learning Hub. (2020). Science Learning Hub: Supporting teachers and students in New Zealand. Retrieved from https://www.sciencelearn.org.nz/
Gail's teaching method emphasizes the correlation between observation, learning, and scientific education-and-self-development, as she encourages her students to study earthworms to enhance their observation skills and further their understanding of science. In her adapted "Observing earthworms" activity, she emphasizes the role of observation in gathering empirical evidence and fosters creativity by integrating digital resources for a deeper engagement with scientific phenomena, thereby promoting the Nature of Science (NOS) and scientific inquiry (SI).
