Revising SLH actions: Modifying objectives and educational goals
In the realm of science education, the importance of observation cannot be overstated. This is particularly evident in the approach taken by Gail, a science specialist teacher, who effectively integrates observation skills into her lessons.
Gail's methodology is founded on structured inquiry-based approaches, leveraging rich resources such as the Science Learning Hub. By embedding observation as a core inquiry skill, students are encouraged to engage deeply with direct observations, examining natural phenomena, and conducting experiments. This emphasis on observation, measurement, and controlled experimentation is key in science education.
One of the activities Gail adapted was the 'Observing earthworms' activity. Her altered aim was to explore earthworm anatomy and the nature of science. Students, in small groups, observed earthworms using hand lenses and made additional observations. They learned about scientific vocabulary such as dorsal, segment, clitellum, and prostomium.
To make the activity more student-friendly, Gail modified the observation worksheet and altered her learning intentions to observe living organisms and appreciate the way scientists gather evidence. Students used tools like hand lenses, rulers, and the earthworms brochure for their observations. After the initial observations, students listed them, observed earthworms for a second time, drew and labelled them, and recorded their observations on an observation worksheet.
Sharing observations helps students become more aware of what can be found by careful observation and draws attention to things that might have been missed. Gail's learning intentions for the activity included identifying various physical characteristics, describing how an earthworm uses its muscles to move, and discussing how students' observations and experiences in the classroom mirror those of real scientists.
Gail's approach also involves modeling and scaffolding observation techniques. She teaches students what to observe, how to record observations accurately, and how these observations feed into forming scientific questions and hypotheses. This mirrors best practices for building scientific thinking, where observation underpins questioning and experimental design.
Incorporating culturally responsive and differentiated instruction is another key aspect of Gail's methodology. She develops observation protocols and teaching methods that respond to students’ diverse backgrounds and languages, enriching the observational learning process with varied perspectives and examples.
Engaging students in participatory science and real-world relevance is another crucial element. Gail's approach aligns well with programs by organizations like the Cornell Lab of Ornithology, which provide opportunities for outdoor explorations and strengthen observational skills in authentic contexts.
This research project, which was undertaken over one term, investigates how teachers at different levels of schooling use and adapt Science Learning Hub resources for their science teaching. The case study of Gail demonstrates that teachers who embed multiple modes of observation—direct, guided, participatory—and integrate these with accessible scientific content platforms create effective, inquiry-rich science lessons. This helps students move from mere seeing to scientific understanding, inquiry, and reasoning.
In Gail's science lessons, students engage in health-and-wellness activities by observing earthworms and learning about their anatomy, a process akin to fitness-and-exercise, where accurate observation and measurement are key components. Furthermore, Gail's educational approach emphasizes the importance of observation, not only in science but also in the sphere of education-and-self-development, as she encourages students to learn from direct observations and controlled experiments, fostering a deeper understanding and appreciation for the learning process.
