From: wecooks@ix.netcom.com
Subject: inquiry based learning
Date: Thu, 12 Dec 1996 21:17:30 -0800
Dear Everyone, Just got back from my daughter's school where they did their presentations after a quarter studying different aspects of space. It was cool. Each child had chosen a topic to do alone or with others. They ranged from Jupiter to aliens to the Big Bang (my daughter's). This is a K-7 school, so presentations varied greatly in their depth and polish. The kids do all their own work, with the teachers acting as guides in helping them figure out what they want to do, find material, and work up their presentation. They also had group-wide field trips, speakers, etc., and some experiments along the way. "Countdown" was, of course, included, both at school and at home (with all the copies I've made, my kids have it memorized!). My question is, I know it's good to have the kids do the work and learn themselves, but when do you step in and say, no, that's wrong. Some of the presentations had basic errors in science, like: the moon causes the tides on both sides of the world; the shuttle stays up because there's no gravitity in space; black holes don't release light, but no knowledge of why; a presentation on white holes, when you pressed them, they admitted they were just theoretical, but made them look factual. I'm glad the kids were motivated enuf to do all the work, but it bothers me to think other kids will listen and think somethings's right because they learned it al school. When do we step in and correct them? How much telling do we do to ensure that what they learn and present is actual fact as we now know it? Let's discuss this please, jkc Janet K. Cook, Science Instructor, Night Program Colorado's Finest Alternative High School 2323 W. Baker Ave., Englewood, CO 80110 Phone (303) 934-5786 (2:00 pm-10:30 pm) Fax (303) 934-9183 Voice Mail (303)806-2000 x 1904 Cook Enterprises Voice Mail (303)692-3872