Monday, 1 December 2014

Creativity within the Curriculum; Scientific Enquiry

Scientific enquiry revolves around the process of investigation and discovery; complete with experimentation and creative thinking within the classroom.

Using Scientific enquiry promotes self-discovery. Children use this process to expand their previous knowledge; making predictions and exploring new ideas.

"The teacher allows an open-ended investigation to unfold, providing scaffolding at the appropriate moments, then children can develop their own investigations" - (Jones and Wyse. 2004)

In our seminar, we, as a group, designed our own circle of scientific enquiry. We followed the five main stages set out by scientific enquiry, including; orientation, prediction, preparation, investigation and evaluation.
  • Orientation: what you set out to find with your experiment.
  • Prediction: what you think may happen during your experiment.
  • Preparation: what you need to do and collect in order to carry out your experiment.
  • Investigation: conducting your experiment. 
  • Evaluation: evaluation of success and outcomes of the experiment.

We decided to look at the element of water, and planned an experiment using each stage, to see how this design worked.

The pupils are at the centre of scientific enquiry, which is always a benefit, and children are encouraged to problem solve and investigate their own ideas. However, without the full engagement and interest of the pupils, it is hard for them to think critically and creatively.

Here is an example of some scientific enquiry activities:

Robinson (2001) said that ' human intelligence is essentially creative. We not only find meaning in the world, we interpret it through structures of ideas and beliefs. We each create the world we live in.' I believe scientific enquiry promotes this quote, as children build on and establish ideas and beliefs through investigation, creating new understanding and discoveries.

Scientific enquiry is a form of creative teaching and by conducting this approach to learning, "teachers will see a value of providing a rich variety of experience, based on practical activity." (Oliver 2006)

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