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What Makes for Good Science Teaching?

Student’s Name

Institutional Affiliation

Course Name and Number

Instructor’s Name

Date
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What Makes for Good Science Teaching?

In one of my science classes, we had a memorable activity focused on density. Different

materials and fluids were used to detect sinking and buoyancy. The instructor began by

introducing the concept of density and explaining how it relates to the behavior of objects in

water. We were then tasked with finding factors that affected whether an object would sink or

float.

To start the activity, the teacher gave us different objects such as pebbles, wooden blocks,

plastic toys, and various liquids such as water, oil, and saltwater and instructed us to predict if

the object would sink or float and to write our predictions in our scientific journals. This first

phase of activity generated interest and raised questions about the behavior of objects in liquids.

The application of the 5E learning cycle was evident throughout the activity, where the social

phase stimulated our curiosity, the exploratory phase allowed us to explore and gather

information actively, the explanatory stage that information we need to make sense of our

findings observe and include with real-world examples.

During the activity, the instructor interacted with each group, asking probing questions to

guide our thinking and encouraging in-depth exploration. We were encouraged to discuss our

findings and share our ideas with other groups. This collaborative part of the program fostered

communication and allowed us to learn from each other’s perspectives. I remember having

intense conversations with my team members and other students, sharing our predictions,

findings, and interpretations of the data. This interaction with the teacher and other students

enhanced our understanding of density and exposed us to different perspectives and perspectives

on the activity.
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The instructor supported our learning by providing feedback on our findings and guiding

us to make connections between our results and the concept of density. We were encouraged to

think about the factors that affect whether something sinks or floats and to reflect on our

experiences. This support contributed to a deeper understanding of scientific data and the process

of analyzing scientific data.

In conclusion, this science activity on density was memorable because it included

inquiry-based learning and elements of the 5E learning cycle experience. It helped me

understand and kept my curiosity and interest in science.