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TP Task One

The document provides two examples of teachers engaging students in scientific thinking through questioning. In the first example, the teacher asks questions about how air affects flyers of different sizes. Students were given 3 minutes to discuss in groups. In the second example, the teacher asks how students treat guests at home, giving 1 minute for individual responses. The reflection questions ask which questions and activities engaged students most and why.

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54 views3 pages

TP Task One

The document provides two examples of teachers engaging students in scientific thinking through questioning. In the first example, the teacher asks questions about how air affects flyers of different sizes. Students were given 3 minutes to discuss in groups. In the second example, the teacher asks how students treat guests at home, giving 1 minute for individual responses. The reflection questions ask which questions and activities engaged students most and why.

Uploaded by

api-315856092
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TP Task One – Promoting Scientific Thinking

This task is linked to EPR3703; using higher level questions (Bloom’s Taxonomy) to develop students’ thinking.
Teaching students, the skills of scientific thinking is not only for science class but can be applied to any area of
learning.

Explain how questioning relates to Bloom’s to guide students to help them learn necessary information
taxonomy and student learning. and material. Questions should be used to teach students
rather than to just test students.
Reference Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in
bloom: implementing Bloom's taxonomy to enhance student
learning in biology. CBE—Life Sciences Education, 7(4),
368-381.

Engagement Activity Question(s) asked by Was thinking time given?


the teacher How did the students’ respond?
(& subject & LO) If yes, how much?
Science , airship lesson , student will be If the flyers you made Yes , 3 minute Students talks in groups because
able to know how dose the air affect the
with different size it they will work in group to do the
flyers they made
will affect when we flyers and they said the Havier the
will drop it form a high flyer is It will down fast . if it was
point? light it will take a while to fall down.
Moral education , how to treat How you treat your Yes , 1 minute individually The students were sharing how
guest. gest when they at they are welcoming guest in their
home? home and what they serve to them.

On reflection:
(i) Which question(s) did the students engage with the most? Why do you think that was?
(ii) Which engagement activity were the students most engaged with? Why do you think that was?
The students were engaged with the second question more than the first one , because I thinks when they show how they
are welcome guest in home , it was fun and they share it with their classmates and they were from different culture that’s
help that the student have different types of welcoming guest.
Also the second activity because the students show a high engaged in the activity and they were happy to share what they
have with other so they were acting like the class student and the teacher are the guest and one of the student show how
they welcome guest in their home.

Was On reflection:
Engagement thinking
How did the (i) Which question(s) did the students engage with the
Activity time
Question(s) given? students’ On most? Why do you think that was?
(& subject &
asked by If yes, respond? Reflection (ii) Which engagement activity were the students most
LO) the teacher how
much? engaged with? Why do you think that was?
Science Redirection Prompting Rephrasing Motivation Probing
Lesson LO1 Students -What do you Yes, The  
1 will be able to thinks if we tow students
know that some mix some minute respond
materials will water and
with a very
dissolve in liquid sugar ?
good
to form a
-what will
answers
solution.
happen for the and they
sugar? said that the
sugar will
dissolve in
Movement of the
water.
plants
Lesson LO1 Student -What are the Yes , 1 The 
2 will try to find plants on the minute students
how dose the solar system? respond
earth and sun very well to
spin into each - How do you
the question
other. think that the
plants move
because
In the solar they already
system? have a prior
knowledge
about it.

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