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Science inquiry journal

by Rebecca Olwill

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Scientific inquiry journal: Rebecca Olwill, Group C.
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(Creative commons, 2022)
Lecture One: 31/8/22
In our first lecture, one of the things that we discussed was the use of stimulus pictures to spark scientific thinking and understanding. This was something that I did regularly on school placement last year and I found that it worked really well as an introduction to lessons and to stimulate conversations about an idea you want to explore with the children.
Stimulus pictures
On this page, I decided to include some pictures that I took myself while visiting my place of inquiry for our scientific investigation
(Olwill, 2022, Vent on the floor of the glasshouse in the Botanic Gardens)
I included this picture as I thought that it would invite a conversation about how the main glasshouse in the Botanic gardens is kept humid. While on my visit, I noticed that all along the floors of the glasshouse were these vents and it got me thinking about if these vents are used to heat and add humidity to the glasshouse
Personal reflection on article written by Cindy Hoisington: 1/9/22
I really enjoyed this article and found it a very interesting read. One of the points that stuck out to me was one when Hoisington said that children in this generation need to be more scientifically literate than ever for a number of reasons; one being the ever-changing state of the planet due to climate change, advances in technology and the emergence of new viruses such as Corona virus.
A quote that stood out to me in the reading was that scientific understanding lays the foundation for children to make "sound, professional and civic decisions about complex science issues" (Hoisington, 2020)
(Creative commons, 2022)
Lectures 3 and 4: Identifying plants using a key
(Olwill, 2022, Fruit and seeds key)
This is a picture I took from class when we were discussing different species of plants in class. In groups, we used this key as a resource for identifying the plants that Sandra brought in for us. It promoted me to think and make note of it for a possible investigation you could do with your own class
(Olwill, 2022, conchers retrieved for lecture)
Another activity we did this week was, not only identifying plants but also describing them, we described the conchers below and came up with adjectives as a group. Again, this is another nice activity you could do with a class. This activity would help the children with their describing skills and could also act as a nice sensory activity as they get to feel and describe the plant themselves
Lecture 4: Elements of Inquiry
This activity involved us working in groups and ranking the words we came up with in relation to Inquiry. We used post-it notes to write the words and ordered them in a diamond shape.
The use of post-it notes made it ideal to change the words around if we felt like we hadn't placed them correctly.
Inquiry cycle
This activity reminded me of our SESE module last year where learned all about inquiry and the different inquiry cycles that exist. The one that made the most sense to me was Kath Murdoch's inquiry cycle.
(Olwill, 2022, post it display)
(Murdoch, 2015, inquiry cycle)
Bio-Blitz
From my reading of the article, my understanding of a Bio-Blitz is a group of people be it scientists, naturalists or ordinary people working as a team against the clock to identify as many species of wildlife and plants in a given area.
It is a good way to investigate an area in an informal and engaging way.
This idea was first developed by Sam Droege in the USA in 1996. Bio-Blitzes are now widely used around the world.
Ethical considerations
While carrying out our Bio-Blitz in class, we were mindful of the area and leaving it the way that we found out. It's important to not disrupt the natural area. We made sure not to leave any rubbish or our resources around our chosen area.
(Healy, 2022, foliage collected from Bio-Blitz)
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