Shifting from Activitymania to Inquiry discusses the importance and effectiveness of Inquiry over Activities in the classroom.
What were the main takeaways for you?
While completing this reading, Moscovici and Nelson state that "Inquiry cannot be pre-packaged..." (14). As soon as I read this, my mind immediately thought that they can only mean that this approach is limitless; it's boundless. There are no set of rules to promote this learning, and there's no particular endpoint. Inquiry processes go where the students take them!
How can you incorporate this into your future classrooms?
In my future classrooms, I hope to incorporate this process by introducing a concept such as properties of matter and allow the students to explore the topic through gathering and making observations about what they notice in each one, and what they would need in order to be something else.
How did Mark (and now I) work with you on Activitymania versus Inquiry?
You (Ted Neal) and Mark McDermott have done a great job representing each of these. I have noticed a combination of Inquiry and Activitymania especially in Science Methods II, and more Inquiry in Science Methods I. Methods II presents a concept alongside a thought-provoking question (i.e. batteries, bulbs, and wires or magnetism) and allows the students to use these questions to perform experiments that lead to their own questions, hypotheses, and results. Personally, I enjoy this format a lot. Much like many Elementary students, I also learn better by figuring it out myself with minimal guidance!
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