The Importance of Practical Learning to Young Students in the P-3 Class - Research Paper Example

? Essay and Plan: Science Education NEWSLETTER Practical learning have been established to be one of the best form of teaching more so to the children in the p-3 class category. This class comprises a group of young children, who are still growing, and what they learn through experience appears to be very relevant for them and they can memorize it for a long time. This newsletter therefore presents the importance of carrying out excursion to Brisbane Sciencenter and its role in improving science learning quality for P-3 classes. Brisbane Sciencenter provides both old and young children with exciting experiences of finding more about all areas of science. It is located at the corner of Melbourne and Grey Streets in South Bank. This research center is open daily between 9:30 am and 5:00pm. Taking our children to this place for academic purposes has several benefits for them, as they experience what they have learnt in the classrooms in reality. Children under the age of eight years, in the P-3 classes, have been established to learn more practically than theory. This center offers a variety of scientific information through demonstrations and observations, something that makes the children to easily comprehend what is being explained to them, thereby making the learning process easier and interesting for them. The center has also grouped the learning processes according to groups. For example: In Early Years Learning Framework (QSA, 2009), learning is done through playing. The children are shown the importance of saving the environment, discussing facilities with one another, and social responsibility. For Early Years Guideline Active Learning Processes (QSA, 2006), children are given the opportunity to investigate their thoughts about space and earth. They share their understandings about space and earth, and the natural environment. They are also let to carry out simple and safe experiments, explore new ideas and share background knowledge. And finally, Queensland Year 3 Essential Learning Science (QSA, 2010), improves the children understanding and knowledge by describing earth and beyond, water and atmosphere system and earth’s natural phenomena. Before the actual excursion process, all parents will be sent permission requests, and students will be expected to carry packed lunch, protective gears, and 2 teachers will be assigned to be lead one class. Children will also be expected to have some prior knowledge about water, land, solar system and energy. Any risk that results during excursion will be responded to immediately, but effective measures will be taken to ensure that all children are safe to avoid simple risks. Parents who wish their children to improve their learning process should support this excursion process because the center is educative, safe, clean, flat, and the cost is only $8 for children above three years and free for those below 3 years. Parents should therefore not miss this golden opportunity, to let their children improve their science learning quality. TEACHERS INFORMATIVE SHEET Teachers accompanying students to the center, specifically to visit earth space section are required to do some preparation before the actual visit. Before the children visit the site, the staff expects the teachers to make children some basic scientific knowledge as follows; For 2-3 years old Basic knowledge about water. For example, various usage of water. What causes day and night. For 4-5 years old Different seasons Importance of water Vacuum in the space The solar system For 6-8 years old Causes of natural disasters Water cycle Dependence of plants on seasons Saving water Names of planets in the solar system They should also remember that the children come to the center with protective gears such as hats, fitting shoes and sun glasses. Teachers are also expected to carry crayons, sun block, water and first aid kit. Two teachers will be required per every class or a group of children, and the pattern of walking will be as follows, host teacher will lead from the front, children will be in the middle, and the helper teacher will follow at the back. Everyday there is morning and afternoon sessions. Teachers accompanying the children should therefore book either morning session, afternoon session or both depending on their plan. The available school programs that are offered include; Science Theater show, insect adventure, dinasour adventure, energy adventure and simple experiments. Class booking is done on the centers Website page and the available means of transport include bus and train. The staff will also expect the teachers to help in maintaining the safety of the children, since only one staff member will be given a group to lead through while the rest will be waiting at their respective stations to serve the children. Also to remember, the teachers must couch their students on the behaviors expected from them during the excursion process (Bruton, 1999). RISK MANAGEMENT PROCESS The tables drawn below provide general and effective means of handling risks during excursion period. However, a child’s personal concerns and issues as well as behavior problems will be handled by special aid teacher (Lord, 2007). They should therefore, have a management plan for such problems. However, problems that will result at the center are managed using the tables below. Table 1: Excursion Site (Sciencentre) Likelihood Consequences: Effects of the risks on the students Likelihood of it happening Extreme- Danger-disablement, death Major- Serious injury Moderate- Need casualty treatment Minor-requires first aid only Almost certain could happen 1 2 3 4 Likely occasional 2 3 4 5 Unlikely rare but possible 3 4 5 6 Very rare or very unlikely 4 5 6 7 The ratings provided below are used to assess the degree of the risks and the possible ways of their management. 1, 2, 3 = Action should be taken immediately (Lord, 2007). 4, 5 = Action should be taken as soon as possible (Lord, 2007). 6, 7 = May not require immediate attention (Lord, 2007). Table 2: Risk Management Identified hazards Risk hazards Management plan Huge area Lack of security guards Clear exit guides The group should divide itself into three different sections. This is because if the children move by themselves, there is likelihood that they will get lost (Ligon, 2006). Explain to the children the importance of staying together with their teachers in unknown areas (Lord, 2007). Advice the children to maintain their groups (Lord, 2007). LESSON PLAN FOR LEARNING SOUND IN A P-3 CLASS Introduction In this lesson plan students will learn the features of sounds such as its propagation from one point to another. In order to achieve this, they will use two cans connected with a string to illustrate this phenomena. Instructional Goals Student will understand that, sound is a phenomenon that requires a medium to travel from one source to another. They will also be made to understand that without the natural air, communication will be made impossible since it will lack no media to travel through. Learning Outcomes At the end of the lesson, students should be able to; (i) Understand the travelling nature of sound (ii) Describe the relationship between sound and air (iii) Able to construct their own system of communication using two cans and a string Resources Instructions from the teacher Cans Pieces of string Time Required 2-3 classes Procedure During science class lesson, the children will be briefed on the sources, effects and propagation of sound. They will then be paired into groups consisting of two individual and every group will be issued with a piece of string. They will then be asked to combine the two cans using the piece of the string. This experiment requires enough space where the children can stay a little been apart to enhance its effectiveness in explaining this scientific phenomenon, therefore the children will be taken to an open field. Tests and Evaluations For 2-3 years old Should know the purpose of the device To improve their social learning skills Test their abilities to use technologies For 4-5 years old Understand the relationship between air and sound Understand the specific function of the can and the string Identify real world phenomenon where this experiment is applied Improve their oral language For 6-8 years old Explain the basic concept behind sound propagation Test their abilities to interpret experimental results Improve their wide range of discovery, sound Improve their group participation skills Purpose of the Plan The plan developed above has some significance importance in improving children’s science learning process. Its importance includes: It improves a child’s motivation and curiosity of investigation (Kihlstedt, 2010). The experimental process is visual that making the learning process real for the children (Frasca, 1999). The process is interactive since it involves interactions from teachers and other students thus improving their audio learning (Fretwell & Scarborough, 2009). Children normally achieve a state of self satisfaction when they successfully test experimental hypothesis (Gargus, 2006 Gargus). The experimental procedure encourages and improves children’s interest in participating into groups. This is because they are passively incorporated to participate in new experiments (Robertson, 2007). Testing experimental hypothesis is a trial and error process, and the process by which the children consult to make the experiment success improves their social skills (Yao, 2006). The main aim of carrying out this experiment is to improve the students’ understanding of scientific facts learned in class. Telephone made out of two cans and a piece of string is relevant to the scientific study of sound transmission and propagation. It explains to the students that: Sound is a wave and it requires a medium to travel from one point to another (National Hispanic News, 2007). In the normal conversations, sound usually travel through natural air (Smithsonian Institution, 1998). Sound cannot travel through a vacuum (Bunce, 2001). The idea of their experiment has led to the development of cell phone and landline telephones (Yao, 2006). The experiment was also aimed at proving the theoretical facts that were learnt in the classrooms through actual experiment (Smithsonian Institution, 1998). Summary In summary, this paper basically explains the importance of practical learning to young students in the P-3 class. There are several ways through which theoretical facts can be tested practical to justify their effectiveness in explaining a real world’s phenomenon. These include carrying out excursions and performing experiments. Researchers have established that practical learning among children is a more effective way of learning than theory. This is because young children have poor understanding and cramming ability, but if the learning is done practically they seem to memorize most of the ideas taught. Class experiments that are intended for p-3class should be made simple out of safe materials. Science teachers should alternate class work and practices evenly, in a way that after a day after class work should be followed with practical work. Excursions, however, requires several procedures and requirements to achieve. Earlier booking is required, and certain preparations have to be made. Teachers planning to take children to excursion should plan for the place to visit and the expectations that are required after the visit. After the visit is approved by the host authority, they have to ask for permission from the children’s parents. During the excursion process, what are presented to the children should be wide and simple but relevant to the topic of study. Practical learning is generally important in helping the children learn through experience thus, improving their interpretation skills, social interactive skills, and their motivation and curiosity of investigation. References Bruton D. L. (1999). Field Excursion Guide. Oslo: University of Oslo. Bunce A. (2001). Folens Developing Scientific Enquiry, Volume . London: Folens Limited. Frasca R. J. (1998). Zimmer, Gunsul, Frasca Partnership: Between Science and Art. Intermillan: l'Arca Edizioni. Fretwell H, Scarborough B. (2009). Understanding Climate Change, Lesson Plans for the Classroom. New York: The Fraser Institute. Gargus G. V. (2006). Teachers' Professional Development Needs and Current Practices at the Alexander Science Center School. California: ProQuest. Smithsonian Institution. (1998). Resources For Teaching Middle School Science. Washington DC: National Academies Press. Kihlstedt A. (2010). Capital Campaigns: Strategies That Work. New York: Jones & Bartlett Learning. Ligon E. M. (2006). A Greater Generation. Michigan: University of Michigan. Lord B. (2007). The Manual Of Museum Learning. Rome: Rowman Altamira. National Hispanic News. (2007). National Hispanic news, Volume 6, Issue 2. Texas: National Hispanic News, Inc. Robertson M. (2007). Sustainable Futures: Teaching and Learning: a Case Study. Sydney: Aust Council for Ed Research. Yao C. (2006). Handbook For Small Science Centers. Sydney: Rowman Altamira. Read More