Homework assignment 3

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University of North Carolina, Pembroke *

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3010

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Communications

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Apr 25, 2024

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docx

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Answer the following questions after you have read the Kwan/Texley chapters. 1) After reading the Kwan/Texley text, what are your biggest concerns about teaching science? – My biggest concerns about teaching science are critical thinking and inquiry skills. It can be challenging for teachers to effectively encourage students to ask questions, think critically, and assess the evidence when teaching science because these abilities require critical thinking and inquiry. 2) What special considerations must you make for students with physical handicaps and/or learning disabilities in a science laboratory setting? How is this different from considerations for the same students in a typical lecture setting? – Special considerations in a science laboratory setting include flexibility, safety concerns, clear communication, individualized instruction, adaptive equipment, and physical accessibility. Workstations, equipment, and materials should all be arranged in the space at accessible heights. Safety gear should be supplied in addition to adaptive tools and equipment. To guarantee that instructions, safety precautions, and explanations are understandable, clear communication should be employed. Activities should be planned with safety in mind, and students should receive individualized instruction and support. According to each person's needs, accommodation and flexibility should be provided. 3) After reading Ch. 5 of the Kwan/Texley text, list two concerns about teaching biology/life science topics that you had not considered before taking this course. What can you do to address these concerns? – Two concerns about teaching biology/life science I haven’t considered was cultural relevance and diversity. In order to address this problem and demonstrate the importance of biology to students' lives and identities, educators should invite speakers from a variety of backgrounds, use a variety of resources, and let students conduct research on biology in their local communities. After reading Teaching science through inquiry: seven common myths about time-honored approach, respond to the following prompt: 1) In your own language, summarize each of the “seven common myths” about teaching through inquiry.  Inquiry is chaotic- It is a myth that inquiry-based learning creates chaos in the classroom because it is intentional and structured, giving students the freedom to explore and learn within a carefully thought-out framework.  Inquiry is only for science- In contrast to traditional teaching methods, inquiry-based learning fosters critical thinking and problem-solving abilities that are transferable to all academic fields.  Inquiry is just asking questions- In order to create new knowledge and understanding, inquiry-based learning entails posing questions as well as looking into, examining, evaluating, and synthesizing data.

 Inquiry is only for gifted students- For students of all skill levels, inquiry-based learning is an effective strategy that fosters curiosity, engagement, and a deeper understanding.  Inquiry is only for older students- Students can explore and learn at their own pace with inquiry-based learning, which is a flexible approach that considers their developmental stages.  Inquiry is teacher centered- Unlike the misconception that teachers merely guide students' exploration, inquiry-based learning necessitates active engagement from both educators and learners, encouraging a sense of ownership over the learning process.  Inquiry is time consuming- Though meticulous planning is necessary, inquiry-based learning can improve future learning experiences, increase understanding, and save time by fostering the development of useful skills and habits. LISELL Lesson Starters: Using the Academic Language of Science. 1. In your own words, define the author’s concept of the “Academic Language of Science.” - Science uses the Academic Language of Science, a specialized language, to effectively communicate ideas, concepts, and findings. It supports teamwork, peer review, and information sharing by incorporating technical language, argument structure, evidence presentation, and scientific inquiry. 2. In your own words, how can you help your students “[break] down the technical nature of scientific vocabulary?” - Contextualizing scientific terms within well-known or real-world examples is crucial for aiding students in understanding them. Charts and other visual aids like diagrams can help clarify and visualize abstract ideas. By examining word constituents like root words, prefixes, and suffixes, students can more skillfully interpret foreign words. Learning scientific terms can be made more interesting by using memory tricks or mnemonic devices. Participating actively in practical exercises can enhance comprehension. Understanding can be firmly established with regular practice and reinforcement using interactive games, flashcards, and quizzes. Learning scientific vocabulary gradually can help students become more knowledgeable and self-assured. 3. What is nominalization and what part does it play in scientific discourse? - Nominalization is a linguistic process that makes verbs or adjectives into nouns, which helps scientists explain complicated phenomena and processes in a clear and concise manner. In scientific discourse, nominalization facilitates the precise and succinct communication of information by enabling scientists to use nouns and adjectives to describe complex processes in a formal tone. 4. What is the passive voice and why is it often used in scientific discourse? - The subject of a sentence undergoes an action rather than performing it when using the passive voice as a grammar construction. It is frequently employed in scientific discourse for tradition, objectivity, clarity and precision, and emphasis on the action or process. By placing more emphasis on the

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