Engaging
in Guided Inquiry
This week, I engaged in guided inquiry by designing an
investigation to determine how different surfaces affect the momentum of
marbles. During
the guided inquiry, I decided to observe how far the large and small marbles
would roll on the carpet and on the wooden floor. To begin, I needed to create a ramp in order
to control how I released the marbles. Both marbles went further on the wooden
floor. Since there is less friction,
they had more momentum. The large marble
only went an average of 12 inches on the carpet and 36 inches on the wooden
floor. The small marble went an average
of 8 inches on the carpet, and 46 inches on the wooden floor. Based on my prior knowledge of friction,
these are results I expected.
This process reinforced the need to be precise and accurate
in order to be sure that our results are valid.
To do this I needed to control how I released the marble onto each
surface by creating an incline and I made sure that the surface was clear of
any obstacles that would interfere with the marble. In addition to having the students learn
about momentum and friction, I would like them to develop their observation
skills. They will also need to design a
procedure to test their question and be sure that they control any outside
factors.
Engaging in guided inquiry helped me to better
understand the concepts
of momentum and friction. Hammerman
(2006) states scientific inquiry engages students in “making
observations, acquiring data, supporting their ideas, modifying their beliefs,
and asking new questions” (p. 12). Rather than just reading about
various science topics, I was able to observe how the carpet created more friction
and prevented the marbles from rolling as far as they did on the smooth wooden
surface. In order to make this inquiry
more fun or exciting for the students, I could allow the students to bring in
objects from home that they could test.
This would allow the students to have more of an active role in
designing the investigation.
References
Hammerman, E. L. (2006). Becoming
a better science teacher: 8 steps to high quality instruction
and
student achievement.
Thousand Oaks, CA: Sage Publications.
Hello, Corela. I chose this same guided inquiry exploration. One of my challenges in doing this was thinking about how I could make this more exciting for my students. Like you, I too could predict the outcome from previous life experience. I realized how much I take for granted. I like your suggestion about having the students bring in objects from home to test. I think that is a great way to personalize this experiment and make it meaningful to your students. I also thought about performing this with either a skateboard or scooter on grass, pavement, and then the school hallway. I could picture the students engaged and having fun with this, as these are things that are familiar to them. What grade do you teach? I am always trying to find ways to conduct these activities so that kindergarteners can do them, while also understanding the main elements of the scientific method.
ReplyDeleteHi Corela and Ahnna.. I did the same thing. Not to be repetitive, the most important thing for me are the way the students are going to feel and react when doing the same project.. I just want for them to understand the concept of momentum...The only way students learn is by them doing the experiments themselves. If you lecture, but they cannot proof theories themselves, then they do not learn...
ReplyDeleteRegards,
Janet