SCIENCE 1

ASSESSMENT 3

De Leon, Chyna A.
BEED 3A
Sept 21, 2022
 Inquiry-based learning in the Science Classroom

Edutopia

1. Research for a video clip where you can observe the classroom setting and where students
identify practices consistent with constructivism. Identify these constructivist’ principles vividly
seen and discuss each.

On this website, I discovered a number of fascinating video segments where they go above
and beyond what is taught in the classroom. They make an effort to make both indoor and
outdoor activities, as much as they can, student-centered. However, I choose this particular
movie because it somehow relates to the topic at hand, which is science. All five of the
constructivist principles are clearly seen in this film.

1. Instead of coming naturally or being passively received, knowledge is constructed. In this

video, the students use creativity to build their lessons. Instead of a written visual aid being
provided by the teacher in the classroom, the students are the ones who are writing their
thoughts on the subject in a cartolina. They construct new information on top of prior
knowledge. This prior understanding affects the new or modified knowledge that a person
will apply to and draw from fresh learning situations. They were the ones moving and
exerting effort to learn using the resources provided.

2. The process of learning is active. Although the children's motions were primarily based on
their rapid and immediate observations, it is still clear from this film that their learning is
active. Only via active interaction with the world, such as experiments or solving real-world
problems, can the learner in this situation generate meaning. Understanding, on the other
hand, cannot be passively acquired; it must be created by drawing connections between
knowledge that has already been acquired and new information, as well as through the
process of learning that is present when employing an inquiry-based teaching approach.
3. Social construction shapes all knowledge. Learning is demonstrated in this video as a social
activity in which people engage in interaction with one another rather than as an abstract
idea. The community in which kids are raised and their learning environment in the classroom
both have an impact on how they think and are crucial to the "creating meaning" process.
Additionally, if you pay close attention and expand your horizons, you will fall victim to their
notion that all teaching and learning include exchanging and bargaining socially constructed
information.

4. All information is subjective. Both self- and guided-discovery are featured in this video.
Each learner has a unique point of view based on prior knowledge and values, as evidenced
by their involvement. This implies that since each student's subjective interpretations vary,
the same lesson, teaching, or activity results in varied learning for each student. The idea that
knowledge is socially created seems to be at odds with this premise. Cultures and their
knowledge bases are always evolving, and individual knowledge is not a fixed replication of
some socially produced concept template. Their ingenuity and inquisitiveness served as the
foundation for all of their inquiries and engagement.

5. Knowledge is acquired inside the mind. The constructivist environment that is depicted in
the film highlights the fact that knowledge can only exist in a person's mind and does not
have to correspond to any objective reality. Students are continuously attempting to create
their own unique mental models of the real world from their observations of that
environment in the movie. They will continuously update their models as they take in each
new experience, building new ones that represent the fresh information they have learned
from reality. They can convey information verbally, in writing, and physically by using their
knowledge.

2. Prepare a detailed lesson plan that applies the processoriented guided-inquiry methodology
of science teaching.