Week 9 Blog

https://www.youtube.com/watch?v=82EeHGMEP-w 

1. What did you do in lab?

This past week in lab we talked about the timeline of space existence after the big bang. This included us writing our guesses on a timeline for when humans, dinosaurs, land plants, land animals appeared on Earth as well as when the moon was created. After this we split into groups and really looked into the main events that happened within certain points in time on our timeline. We talked about each of our sections and main events in a whole group setting to ensure we all knew the important events. We finished lab talking about our quiz and answering any last minute questions that we had. 

2. What was the big question?

The big question I feel like this week was: When do you think these first big events (humans, dinosaurs, land plants, land animals appeared on Earth as well as when the moon was created) occurred? Why?

3. What did you learn in Thursday's discussion?

This week during Thursday's lecture we took our space science quiz. 

4. Read "Activitymania". What did you learn? What was most helpful? What do you need more information on?

"Activitymania" highlights a common issue in elementary science education: an overreliance on structured, teacher-led activities that often follow step-by-step instructions to predetermined conclusions. This approach, while convenient, can result in shallow learning as students merely follow procedures without truly engaging with the underlying scientific concepts. By focusing on rigid activities, "activitymania" prevents students from experiencing authentic scientific inquiry, reducing science to a checklist of tasks rather than an exploration of questions and ideas. This limits students' opportunities to develop critical thinking and problem-solving skills, as well as their understanding of science as an investigative process.

The article’s focus on the limitations of rigidly structured activities was particularly helpful. It reinforced the importance of designing learning experiences that allow students to engage in real inquiry, where they can ask questions, make predictions, test ideas, and analyze results in a less prescriptive way. Encouraging curiosity and resilience when exploring new concepts in science helps students view themselves as capable learners and problem-solvers.

It would be helpful to have more specific examples of how to transition from activitymania to a more inquiry-based model, especially in classrooms where teachers may be limited by time, resources, or curriculum mandates.

5. What questions, concerns, and/or comments do you have?

I cannot wait to retake the space science exam.