Thursday, 28 November 2019
Thursday, 14 November 2019
Permitting creativity in science( Entrance slip)
While reading the article " Permitting creativity in science" by Janet Beavin Bavelas my first stop was at "if no one followed up on original ideas, we would be buried in fresh starts going nowhere." I think it is important to consider the former works of the researchers as it helps us to know what has already been experimented and about its outcomes. Moreover, if anyone is new to their field of interest then reading the prior works will help them build up a foundational context and hence they can start researching from their onwards. I remember in masters, the professors asked us to read the research papers of the scientists related to the new experiment to be done in the lab which helped us to have some prior knowledge and know what has been already experimented and what needs to be.
The other thing that speaks to me is "unfortunately, having seen something interesting, too often we shake our heads and say it didn't happen". I remember in my graduate studies we used to do experiments in physics and chemistry. During that time the teaching and learning were not inquiry-based but it was just following the cookbook instructions and reaching the already known result. Therefore, such learning practices reinforce the idea of ignoring the unobvious results which the students might get during their experimentation. Therefore, I believe that teachers should encourage the open end inquiry in the areas of their interest provided they have some foundational knowledge about that subject.
The third stop was at" when we go to investigate it, we should not pre-decide it ". It is important not to have a firm prediction of what is going to happen because such an attitude will constraint us to think out of the box. Instead when we come across something unusual or " what everyone does not know", we should believe in ourselves, need not awe from society, explore more and double-check our work, because this might lead to the insight of new discovery.
My key takeaway from this reading as a teacher is to encourage my students to explore new things, research their areas of interests, provide them enough resources to develop their creativity, and do open and structured inquiry teaching. Such practices can prompt them to go beyond the texts and books and which might help them to become more curious and find science and math in every aspect of life.
The other thing that speaks to me is "unfortunately, having seen something interesting, too often we shake our heads and say it didn't happen". I remember in my graduate studies we used to do experiments in physics and chemistry. During that time the teaching and learning were not inquiry-based but it was just following the cookbook instructions and reaching the already known result. Therefore, such learning practices reinforce the idea of ignoring the unobvious results which the students might get during their experimentation. Therefore, I believe that teachers should encourage the open end inquiry in the areas of their interest provided they have some foundational knowledge about that subject.
The third stop was at" when we go to investigate it, we should not pre-decide it ". It is important not to have a firm prediction of what is going to happen because such an attitude will constraint us to think out of the box. Instead when we come across something unusual or " what everyone does not know", we should believe in ourselves, need not awe from society, explore more and double-check our work, because this might lead to the insight of new discovery.
My key takeaway from this reading as a teacher is to encourage my students to explore new things, research their areas of interests, provide them enough resources to develop their creativity, and do open and structured inquiry teaching. Such practices can prompt them to go beyond the texts and books and which might help them to become more curious and find science and math in every aspect of life.
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