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Essay / Research Paper Abstract
A 3 page reaction paper to an article by Elizabeth Wafler, "Inspired Inquiry," which describes Wafler's experience in teaching her fourth grade science class through hands-on experimentation. No additional sources cited.
Page Count:
3 pages (~225 words per page)
File: D0_khwaf.rtf
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Unformatted sample text from the term paper:
an Inquiry Experience Workshop where "hands-on inquiry methodology" was illustrated with sample lessons from the presenters. Based on this experience and knowledge, Wafler introduced inquiry-based learning to her class by
demonstrating an experiment in which students placed four different colored Gobstoppers (a round hard candy) around the edge of water-filled containers and the students observed the results. The children
were encouraged to think of questions concerning the experiment and how the conditions could be changed to produce different results. From this beginning, the children, working in groups, were
encouraged to "investigate, explore, and discover, using their own questions, curiosities, and interests" (Wafler 29). From Waflers description, it is clear that the children truly make this experimentation their own
and allow their imaginations to take flight in using the tools of scientific inquiry. Wafler concludes that "Children learn best through scientific inquiry" and that such student-generated experiences should be
a central strategy in the science classroom (Wafler 31). While the student researching this topic should express a personal reaction to this article, this writer/tutor agrees with the
author, as this appears to be an exemplary method for getting students involved with the topic and excited about learning. Because the students are actively involved with making their own
inquiries, the scientific information covered in any particular lesson plan will undoubtedly be remembered long after memorized facts are forgotten. For example, one group of students explored the reaction
that using different liquids (instead of water) had on the dissolution of the candy. These children used vinegar, Scope (a mouthwash), and Sprite (a carbonated soft drink). Wearing goggles, Wafler
relates that the students watched as the acidic vinegar proved to be the quickest at "eating" the candies (30). Undoubtedly, these students will find it easy to remember the properties
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