Incorporating Predictive Elements into SLH Operations
In a recent research project spanning one term, the adaptation of Science Learning Hub resources for science teaching was investigated, with a particular focus on two primary teachers, Mary and Cilla, and their unique approach to the 'Colour and Taste' activity.
Mary and Cilla introduced a prediction column to the student worksheet, encouraging students to make hypotheses about the flavour of the coloured drinks they would be tasting. This simple yet effective change fostered an environment of scientific inquiry, as students became engaged and motivated to test their predictions.
The 'predict, observe, explain' strategy, developed by White and Gunstone in 1992, was at the heart of this approach. By predicting, observing, and then explaining the outcomes, students were able to engage in a more investigative manner, deepening their understanding of the scientific method.
Mary demonstrated her adaptive expertise by responding to students' understandings in the moment. She improvised extra taste-testing activities to address any doubts or questions the students had, making the learning experience more interactive and personalised.
Similarly, Cilla surprised her students by showing them the package of the colourless raspberry drink, revealing that every drink was, in fact, the same flavour - raspberry. This unexpected twist sparked a lively discussion, reinforcing the students' understanding of the activity and the importance of prediction in scientific inquiry.
At the conclusion of the taste testing, students reviewed their findings through a whole-class discussion. The students were highly engaged throughout the activity, and their conclusions were insightful. Nancy (8 years) wrote, "I believe that scientists are right that when you see a colour you think of a flavour."
Interestingly, despite the different colours of the drinks, all students were convinced that they were the same flavour, confirming that colour does not affect flavour. This finding aligns with Joyce's (2006) assertion that students should be asked to predict the outcome of an experiment to encourage careful experimentation.
In conclusion, while the available search results do not directly address the impact of adding a prediction column in the 'Colour and Taste' activity, pedagogical theory supports that such a structural addition enhances student engagement and understanding of scientific inquiry. By encouraging students to make predictions, promote active thinking, and compare predictions with actual results, this approach aligns with best practices in teaching scientific inquiry, making the learning process explicit and interactive.
Science education and self-development are interwoven in the unique approach taken by Mary and Cilla. They fostered a deeper understanding of the scientific method by introducing a prediction column and employing the 'predict, observe, explain' strategy, which encourages students to think critically, engage in scientific inquiry, and develop predictions based on their observations.
