Sienna Whaley

Julius Nagy
NSC 395
9/30/19
Reflection #3
This reflection is based on chapters 9 and 13 from the Framework for K-12

Science Education. I took more away from chapter 9 than I did for chapter 13.

Chapter 9 discussed how to integrate inquiry into a science classroom. There was

no given way on how inquiry is to be integrated because there is no one way to

accomplish this. This is understandable due to the fact that there is no set way to teach

any subject in the classroom. Teachers adapt lessons taught to support the way that the

students learn. If there are more kinesthetic learners within the classroom, then lessons

will be more tactile based. This changes from year to year so lessons plans are always

changing. Although the inquiry-based science curriculum can be taught in different ways,

the starting point for how to teach starts with the science standards. The standards are the

foundation for what is to be taught to the students. They also contain performance

expectations that specify what activities and outcomes that are expected of the students to

achieve. Without the standards, there is nowhere to begin in creating a curriculum for the

class as well as understanding what students should know.

The examples shown in the chapter showed a way that inquiry-based science

curriculum could be taught. I thought it was a good example of how it could be

structured. The “by the end of…” statement seemed like it would be a good aspect to add

to any curriculum so it is explicitly shown what is to be expected for the given grade

section.
 The only thing I took from chapter 13 was that there was still research being done

to improve upon the framework. One idea the creators are focusing on is finding ways to

enhance their understanding of how students learn and how to support their learning. This

is a process teachers do all the time. They are always gathering data about their students

and using said data to improve their lessons. Learning how the students learn can help

teachers know how to adapt their teaching to enhance student’s learning.