How to engage IBDP Science students during Online Learning
Students can still participate in science experiments and debates while learning at home with a little imagination.
Teachers in a traditional, in-person classroom setting can interact with students, spot-check understanding, and present learning content in an entertaining manner. The distance-learning model, which has become our new normal in science education, has significantly jeopardized these solid instructional techniques. Remote instruction will almost certainly play a significant role in the future academic year. How can we provide quality learning experiences for our pupils in an impersonal educational environment?
Teachers may feel the need to focus on bigger themes during distance learning rather than march through a typical curriculum. Educators are probably wondering, "What are the most important skills that I want my students to learn?" I would argue that memorization of fact-based knowledge that children can easily find online ranks low on the list of vital abilities. In the science classroom, substantive learning entails dynamic critical thinking as well as the ability to articulate and evaluate arguments.
I'd want to share some advice on how to maintain two important aspects of science teaching alive during the remote-learning experience: phenomenon-based instruction and intentional scientific discourse.
DISPLAYING SCIENTIFIC CONCEPTS
The mainstay of Next Generation Science Standards-aligned instruction is the study of scientific phenomena. To interest and encourage students, phenomenon-based learning is built around a science mystery or a discrepant event. Students may be asked, for example, to decide whether adding six ice cubes to a drink makes it cooler than adding three. Rather than retaining isolated facts, students must employ unique information and problem-solving skills to explain a natural scientific event.
Unfortunately, we no longer have access to lab items that would allow us to show our pupils the most anomalous instances. Similarly, the sheer volume of science-themed video content available online is dizzying. Where would we even begin to inspire a distant science lesson?
Students are prepared for the learning experience by solving science puzzles. Articles, interactive websites, and instructive films can now be used as evidence in court as students attempt to explain the science behind the enigma.
ADDITIONAL SCIENTIFIC TALK
A scientist's primary responsibility is to present, critique, and enhance interpretations of the natural world within a community of knowledgeable peers. It is critical in remote learning to allow students to exchange prior experiences, offer informed views, and clarify their thoughts with the assistance of their classmates. As they arrive at a shared understanding, learners can vet explanations provided by others through such conversation.
