Issues

In my old school, it was always very difficult to teach evolution. I know that it is a scientific fact, but at times students could not reconcile evolution with their own beliefs. Has anyone else had students who simply would not accept learning about evolution or believed that you (as the teacher) were going against their beliefs? How did you handle it?
On other topics such as stem-cell research the students really enjoyed the discussion and arguing for one side. Overall, I think that discussion of these issues enhances student learning because it forces them to think critically about a subject. I also think students enjoying connecting the science to an actual topic which appears in media.

The Happy Scientist site

Here is the link...I had a space in the original one....sorry!

http://www.thehappyscientist.com/

Experiment of the Week

I found this site ...if you sign up you can get an experiment of the week...some could be used as discrepant events. Check out his video on boiling water..I never thought about explaining boiling water this way!
The Happy Scientist

Modifying Labs to be Open Inquiry

Here is a very interesting article on gradual ways to make labs (and students!) open to inquiry

Impediments to Inquiry

Large class size is such a challenge in doing inquiry in the classroom. I find that I need to be a facillitator at my 7 teams (4 students each on average) to keep the kids' focus and energy while they are exploring. In my inclusion class I have a special ed teacher as well, so that helps. My middle schoolers (I teach 7th and 8th) easily get off track. Last week we were using microscopes and looking at cells (they made wet mounts of red onion and stained cheek cells, and at another station we had some pond water) and I didn't tell them what they would see...I wanted them to discover for themselves. Some kids loved it but others were easily frustrated because they didn't know what they were "supposed to see". By the end of the class I was literally dizzy from looking in so many scopes and responding to so many "OH! MS. KUBE! LOOK AT THIS! (Leeuwenhoek would've been proud) This was a very different approach than what I used to do because after going over cell theory, I would sketch basic cells (shape) and then do the scope investigations. I know many teachers who bypass the microscope investigations in their large classes because it can be very hectic. They just go over the parts of a microscope, set up one as a demo, and it's on to cell organelles. Not surprising that the kids don't get excited about biology!

True Inquiry

I feel pressured sometimes to cover the content and then do an "inquiry" lab activity. True inquiry should be FIRST, so the students can discover for themselves. An inquiry lab or activity shouldn't merely confirm what students already know. I really liked the you tube videos ...they were so inquiry based. Showing the demo and then asking why, what is happening, I wonder,....and letting the students come up with possible explanations. The greatest learning through inquiry happens because a student's curiosity and interest is piqued. As a teacher, I can also ascertain what students already know or what misconceptions they may have based on their responses.

Discrepant Events

I found this wonderful resource for Discrepant Events that I wanted to
share with all of you.  It has an activity or demonstration for a TON of subjects.  Hope you are inspired!

http://www.fcl.org/edoc_resources/DocGizmo.pdf