I want students to start a topic about whether there will be extraterrestrial life. This question revolves around the big ideas of K-6 in science in the BC Curriculum, the solar system is part of the Milky Way, which is one of billions of galaxies. This subject primarily to promote students ability for sustained curiosity about a scientific topic or problem of personal interest; make observations in familiar or unfamiliar contexts; identify questions to answer or problems to solve through scientific inquiry; make predictions about the findings of their inquiry.
In the beginning, I will tell students the basic knowledge of the earth, such as structure, life composition, why do we have day and night, and the position of the solar system where the earth is located and the galaxy to which the solar system belongs. Effective learning starts with attractive content, attracts students academically and intellectually, and stimulates students’ passion for learning. It should be based on students’ prior knowledge (Willms et al., 2009). Here is a video to help students understand. https://www.youtube.com/watch?v=libKVRa01L8
Through this basic knowledge, caused them to think about our living environment. From this point on I will throw questions about whether there is extraterrestrial life and how do you confirm your results. This is an open-ended question, and it is also an inconclusive question in the scientific community.
About the first people’s principles of learning. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves patience and time.
Conducting a survey of this topic in groups of three, students can use all methods to investigate their points of interest, starting from the point of view that they think the answer can be derived. In this process, the teacher will guide them to narrow down the scope of discussion and try to let each group see the topic from a different perspective. In the process of student investigation, it may involve not only scientific knowledge but also social subjects. As students explore problems, interdisciplinary connections will deepen their understanding of other disciplines and generate a richer imagination, which further enhances their ability to imagine and connect with their surroundings (Jardine et al., 2003).
I think that when students get to work together, they become more engaged and learn how to get along with each other, just like they will have to do in the real world. In groups, students that struggle can get help from other students, and they do not feel alone in their learning. When a group of people exchanges views with each other, observing problems from different perspectives deepens their understanding of the goal of inquiry (Bai, 2005). I believe in learning is that it is an effective way for students to work together to deal with real-life because it is based on Vigotsky’s constructivism (Verenikina, 2003). Vigotsky believes that when people actively seek new information, they will learn best through meaningful interaction with their surroundings; he does not believe that people will learn in isolation. He said that building new information requires guidance and support from adults or more capable peers. Interdisciplinary communication is encouraged and conforms to the curricular competencies of BC Curriculum K-6. After the appointed time, each group reports their findings in class. I believe it is effective that teachers guide the students to set a goal according to their interests, which will allow students to achieve effective learning outcomes since it is based on Maslow’s Hierarchy of Needs (Burleson & Thoron, 2014). In this process, teachers adopt a transformational leadership style, which can better meet the requirements of this subject. Transformational leaders can lead students to better creative thinking, especially in the educational system, transformational leaders can improve students’ ability to continue learning, and transformational leaders have played an important role in supporting change and learning-oriented learning activities (Creţu, 2015).
References
Bai, H. (2005). What is inquiry. In W. Hare & J. Portelli (Eds.), Key questions for educators (pp. 45–47). Halifax: EdPhil Books
Burleson, S. E., & Thoron, A. C. (2014). Maslow’s hierarchy of needs and its relation to learning and achievement. Gainesville: Department of Agricultural Education and Communication.
Creţu, D. (2015). Identification of leadership styles in the pre-university educational system. case study. Procedia – Social and Behavioral Sciences, 186, 535–543. https://doi.org/10.1016/j.sbspro.2015.04.058
Jardine, D., Clifford, P., Friesen, S. (2003). Back to the basics of teaching and learning. New York: Routledge, https://doi.org/10.4324/9781410606938
Verenikina, I. (2003). Understanding scaffolding and the ZPD in educational research. https://www.researchgate.net/publication/267778614_Understanding_Scaffolding_and_the_ZPD_in_Educational_Research/citation/download
Willms, J. D., Friesen, S., Milton, P., & Canadian Education Association. (2009). What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement. (First National Report). In Online Submission. Online Submission.