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Scientific Inquiry Journal

by Marie Quinn

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My Scientific Inquiry Journal


In our first lecture in our final semester in the Marino campus, we put our scientist hats back on us. I reflected back upon who has influenced me, scientifically speaking.
Me and Science
David Attenborough would have a huge
role to play in my interest in all living things. His TV show is both visually entertaining and pleasing, but the information is even more interesting. I also recognise that these episodes, or snippets of episodes are invaluable resources in the classroom.
Teachers I have had in the past have nurtured my sense of wonder about the scientific world. There have been particular teachers, in both primary and secondary school, that have encouraged this wonder and allowed us to experiment and figure out how things work on our own.

I think it is important to allow children time and space to wonder and give them the control to experiment, make mistakes and
learn from them mistakes and try again.


My granny fostered an appreciation for plants and flowers within me. I often remember helping her with the weeding in the garden. She showed me all the different flowers she grew. She named them, but I was more interested in the colours and how they smelt. I was being introduced to living things in a beautiful informal way.
A Scientific Age
(Hoisington, 2020)
In this reading, there is a strong emphasis on prioritising science literacy in the classroom. From the junior infants, teachers should model the use of scientific language, e.g. investigate, scientists, experiment. This encourages the children to use the language more informally.

Few schools really prioritise science teaching in their day to day classes. As well as that, there are often lack of resources to support science learning.

From my experience from subbing and on placement, I did see that some schools have less resources than others. I noticed that some of the resources seem to be very outdated and old. Having said that, I have also seen how teachers can think outside the box, and use their environment and 'home-made' resources. These can be just as effective.
*Key Point - Good quality science teaching promotes conceptual understanding, uses evidence based thinking and sparks interests and motivation to learn.*
Group Discussion
As a group in this lecture, we pondered
about some scientific components that we often take for granted.

These included:
- How does a plane fly in the sky – for 5 minutes, 5 hours or 15 hours?
- How does a firework work?
- How can we stand on the moon?

These things all have answers.

But we can often over look these ‘normal’ things and forget how extraordinary these ‘ordinary’ things are.
An image that sparked scientific inquiry within me!
Why is there a rainbow in the waterfall?

How does a waterfall create a rainbow effect?

Is it a rainbow?
📍 Yosemite National Park, California
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