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ERIC Number: EJ789656
Record Type: Journal
Publication Date: 2003-Sep
Pages: 4
Abstractor: Author
Reference Count: 3
ISSN: ISSN-0887-2376
From Magic Show to Meaningful Science
Crawford, Teresa
Science Scope, v27 n1 p36-39 Sep 2003
As science teachers, they understand the importance of gaining student interest to promote learning. They know how challenging it is to spark the curiosity to truly engage students in the processes of "doing science." One often-used method of motivation is the demonstration of science in action. Demonstrations such as "discrepant events". They are "discrepant" because something occurs that is unexpected. A discrepancy causes students to wonder "How did "that" happen?" and to want those questions answered. Although discrepant events are one way of bringing students to this place of "wanting to know", the drawback of using them occurs when they are not taken beyond the "magic show" to meaningful inquiry and the scientific principles behind the event. The guided inquiry model of instruction enriches science learning and capitalizes on the questions generated by discrepant event demonstrations. With a guided inquiry approach students are taken through one step at a time in a series of tasks and feedback sessions. The Mysterious Multiplying Water Bottle lesson models a guided inquiry approach adapted from Suchman's "Inquiry Training Model" (1992). This model assists students in asking questions that move from observation to the development of predictions. Most often students in classrooms are expected to "answer" the questions, not to "ask" them. Yet, asking questions is what propels learning. (Contains 1 figure and 6 resources.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A