Week 2 - Theory to Practice (Science is Messy)

Week 2 Science is Messy by Jerrid Kruse

1. How does the teacher in the case demonstrate his beliefs, re: how people learn?
Kruse begins his class using a brainstorming activity, “How does Science work?” An open-ended question elicits varied responses from the students. Students’ responses also reflect their prior knowledge about Science. Questioning technique also serves as an assessment of what and how much students already know. He provides immediate feedback, “good” and sometimes expands students’ responses by providing further information. Since responses were varied, he emphasized on key points and provided clarifications to responses that were inappropriate. This technique creates a comfortable environment for students to participate voluntarily in the classroom. Students feel comfortable because Kruse does not expect specific or expected responses but uses students’ responses to lead to an understanding of how Science works.

2. Develop competency in their content area.
The inquiry and thought-provoking method enable students to provide an analysis of the content. Students are able to build on the responses provided by peers. For students who required help, the scaffolding approach of using open-ended questions encouraged students to participate. The open-ended questions also provided a focus to students’ thoughts.

Theory to Practice

If teachers employ question-answer technique with appropriate reinforcement and scaffolding, then this would enhance students’ learning because they would feel reassured of their answers and that they are on the right track.