In my future science classroom, you will see many aspects of active leaning. For example, in my classroom, you would see science activity centers promoting inquiry and scientific exploration, open-ended guiding and discussion questions, hands-on science experiments, and cooperative learning. Lessons will be designed with grade level appropriate science standards and occasionally incorporated with other disciplines. There are five main goals I have for my future science classroom. My goals are for students to develop their understanding of physical science, pursue their own scientific inquiry, and to have an interest and a desire to learn. Another goal for my science students is for them to reflect on and comprehend the results of an in-class experiment. I also want them to be able to apply what they have learned to the real world. . I do not want students to merely use texts and cutouts; I want them to be engaged in their own learning process and scientific inquiry. 

                In the article “The Elementary School Classroom” by C. Payne, the author discusses the research of various researchers on what students and teachers feel is important in the classroom. One thing this article mention is that no classroom can be prefect (1948). I feel that this is true. The article also mentions several physical factors that would be beneficial in the classroom, such as larger classrooms, separate workspace, cupboards and shelving. All of these would help me create activity centers that would allow for scientific inquiry.

                In the article, “The Opening Classroom: Guiding the Transition from Traditional to Open Classroom” by I. Berchuck and V. Tauss, the authors described the three stages of classroom management, traditional, transitional, and open (1973).  In the beginning of the year, I would begin with the transitional style. As the year progresses and I understand my students better, it will determine if I head in a traditional or open style. This way, I can assess whether or not my students are mature enough to handle open style. If not, I will try to aim classroom management to try to prepare them for open classroom.

                According to M. Hackling and P. Garnett, the authors’ research describes research done on how to improve how Science is taught in classrooms. The article results showed that skill building is an essential skill that was surprising weak in this research. Skills such as measurement, recording information, and avoiding experimental errors (1995). By simply providing students with guided hands-on experiments, students could develop these skills in my classroom.

                In the article “Assessment of Learning Environment in elementary-School Classroom”, by B. J. Fraser, the author states that an elementary school learning environment needs six elements in order for it to be productive. The six elements are satisfaction, acceptance, goal direction, competitiveness, disorganization, and environment (1979). Therefore, I would combine cooperative learning with guided, hands on experiments to allow them to feel satisfied, accepted, and give them a feeling of accomplishment. Students need to feel safe and encouraged in their environment so a comfortable environment is essential. Also, kids will be kids so some disorganization is to be expected.

                Barry Fraser also wrote some another helpful article. In his article entitled, “Differences between Student and Teacher Perceptions of Actual and Preferred Classroom Learning Environment”, he discusses his results of his questionnaire of students and teachers. His results show that two aspects both students and teachers strongly agree on is participation and investigation (1982). This would go hand in hand with the scientific inquiry that will occur in my classroom.

                The role of teacher has changed through out the years. According to B. Hand and K. Vance, the teacher’s role is changing from passively transmitting information to students, to more of a guide, whereby students construct knowledge through cooperative learning (1995). This might be hard to implement with younger grades, but overall I would love to implement this in my own classroom.

                According to E. Brownstein and P. Rillero, there are six questions a teacher should ask himself or herself before implementing a lesson. The questions, known as the Science Activity Filter, help to determine whether a lesson is appropriate (1994, para. 3). I plan to use this SAF when I create my own lesson plans to make them as effective as possible.

                I also want my students to understand that when it comes to writing, science is more than just graphs and charts. According to H. Jaus, Science writing is an important skill to teach because it communicates to the reader how the experiment was done (1990).  I can implement this into my classroom by teaching my students to write out the scientific method.

                In an article written by Becky Richards, she discusses using a classroom environment outside. Using gardens and other areas, students could conduct outside experiments, stretch their legs and get them out of the classroom (2005).  I would also like to get my students outside to conduct experiments. I would be a great way to do long term experiments such as a class garden or observing the seasons.

                In an article written by G. Carter and G. Jones, the use an example lesson plan to show how to create lesson plans designed to strengthen science process skills (1994). This lesson would go along with my plan of implementing the scientific method in my classroom.

Reference

Berchuck, I., Tauss, V. (1973). The Opening Classroom: Guiding the Transition from Traditional to Open Classroom. The Elementary School Journal, 74 (2). Retrieved November 17, 2005 from JSTOR archive.

Brownstein, E, Rillero, P (1994). What do I do with all these activities? Science Activities.30 (4). Retrieved November 17, 2005, from Academic Search Premier.

Carter, G, Jones, M. G. (1994). The case of the disappearing “peanuts”. Science Activities 30 (4). Retrieved November 17, 2005, from Academic Search Premier.

Fraser, B. (1979). Assessment of Learning Environment in Elementary-School Classrooms. The Elementary School Journal 79 (5). Retrieved November 17, 2005 from JSTOR archive.

Fraser, B. (1982). Differences between Student and Teacher Perceptions of Actual and Preferred Classroom Learning Environment.  Educational Evaluation and Policy Analysis 4 (4). Retrieved November 17, 2005 from JSTOR archive.

Jaus, H. (1990). Science and Writing. Science Activities 27 (4). Retrieved November 17, 2005, from Academic Search Premier.

Hackling, M., Garnett, P. (1995). The Development of Expertise in Science Investigation Skills. Science Teachers Journal 41 (4). Retrieved November 17, 2005, from Academic Search Premier.

Hand, B., Vance, K., ( 1995). Implementation of Constructivist Approaches within the Science classroom. Science Teachers Journal 41 (4). Retrieved November 17, 2005, from Academic Search Premier.

Payne, C. (1948). The Elementary School Classroom. Review of Educational Research 18 (1). Retrieved November 17, 2005 from JSTOR archive.

Richards, B. (2005, March 10). Project takes classroom environment outside. Tampa Tribune. Pp. 1. Retrieved November 17, 2005 from LexisNexis database.