Science education, today, focuses more on students than teachers. With the emphasis on the learner, we see that learning is an active process. From this perspective, learning outcomes do not necessarily depend on what the teacher presents. Rather, they are determined and valued based on the types of questions students are asking from the information they encounter and perceive.
Teachers can facilitate the scientific thinking process by posing questions or tasks relative to the scientific process. Some examples include:
OBSERVING - from which fundamental patterns of the world are connected.
* Point out the properties that you observe.
* What characteristics seem to be predominant?
COMMUNICATING - conveys ideas through social interchanges.
* Draw a picture of what you see through the microscope.
* Write up your experiment so it can be replicated by someone else.
COMPARING - deals with concepts of similarities and differences.
* How are these different?
* How are these alike?
ORGANIZING - process of sequence, grouping, and classifying.
* Which came first, second, last?
* Give evidence of when the pattern repeats itself.
* Put together all those that you think belong together.
* On what basis would you group these objects?
RELATING - deals with principles concerning interactions.
* What factors caused the event to take place?
* State a hypothesis so that it is testable.
INFERRING - deals with ideas that are remote in time and space.
* What can you infer from this data?
* Under what conditions are we able to extrapolate or interpolate from data?
APPLYING - process by which we use knowledge.
* What factors must be weighed if experimentation on _______ is to take place?
* How did different lines of evidence confirm a theory of ___________?
By moving toward this more constructivist style science classroom teachers can progress their students level of understanding.