TP Task 1 – Promoting Scientific Thinking

This task is linked to ECE3703; using higher level questions (Bloom’s Taxonomy) to
develop students’ thinking. Teaching students the skills of scientific thinking is
not only for science class, but can be applied to any area of learning.
Explain Bloom’s taxonomy helps the teachers to design tasks and to ask the
how students different levels of questions by using the hierarchy that
questionin includes the six levels of questioning which they are: Knowledge,
g relates comprehension, application, analysis, synthesis, and evaluation
to Bloom’s which improve students’ learning by developing different skills such
taxonomy as, critical thinking, cognitive skills and problem-solving (Bloom’s
and Taxonomy, n.d.).
student
learning.
Reference Bloom‘s taxonomy. (n.d.). Retrieved November 23, 2018, from
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20question
s.pdf

Question(s) asked Was

Engagement by the teacher thinking
time How did the students’
Activity
given? If respond?
(& subject & LO) yes, how
much?
Math (More, The teacher asked Yes, the The students were actively
less or equal): the students if we teacher engaged in the activity
- Students will have two teddies in waited for because the teacher used
be able to the first group and the the colorful bears instead
compare the
three teddies in the students of using the flashcards and
number of
objects in two second group, to answer they tried to get the right
groups. which group her answer.
contains more teddy questions
In the circle
time, the friends? for 15
teacher gave How many teddies seconds
each student in each group? and if they
two different didn’t
colors of bears
know the
(5 bears for each
student). First, answer or
the teacher answered
counted the
in the
bears and split
them into two wrong
groups. She told way she
the students to
counted
pay attention to
her while adding the bears
some teddy again and
friends together asked
and taking some
teddies away. them to
count with
her till
they found
the right
answer.
Science The teacher asked Yes, the The students were actively
(Shadow) the students what teacher engaged and excited.
- Students will be do we call this? waited for
able to identify the
what is shadow. When we can see students
our shadow? to answer
The teacher gave
her
the students
What do we need to questions
instructions to
see our shadow? for 15
line up to go
seconds.
outside. She took
the students to
the playground to
observe their
shadows.

On reflection:
(i) Which question(s) did the students engage with the most? Why do you
think that was?
(ii) Which engagement activity were the students most engaged with?
Why do you think that was?
In my opinion, students were engaged the most with the shadow lesson and
activity questions because they had a lot to say and they had different answers
unlike the math lesson. Also, I think that the students loved the shadow activity
the most. Students were excited because they went outside and changed the
learning environment.