Re: inquiry based learning

From: "Mansel A. Nelson" <>
Subject: Re: inquiry based learning
Date: Fri, 13 Dec 1996 08:16:52 -0700 (MST)

On Thu, 12 Dec 1996 wrote:

> 	My question is, I know it's good to have the kids do the work and learn themselves, but when do 
> you step in and say, no, that's wrong.  Some of the presentations had basic errors in science, like: the 
> moon causes the tides on both sides of the world; the shuttle stays up because there's no gravitity in 
> space; black holes don't release light, but no knowledge of why; a presentation on white holes, when you 
> pressed them, they admitted they were just theoretical, but made them look factual.  I'm glad the kids were 
> motivated enuf to do all the work, but it bothers me to think other kids will listen and think somethings's 
> right because they learned it al school.
> 	When do we step in and correct them?  How much telling do we do to ensure that what they learn 
> and present is actual fact as we now know it?  Let's discuss this please, jkc

This is an interesting question and one worth discussing.  

My belief is that you do NOT make corrections during a presentation.  If 
the format is appropriate I believe you should ask lots of questions to 
clarify ideas - if this does not result in an on the spot correction by 
the students - you have something to work on in the future!!

One thing is to teach all students that ALL ideas (including ideas from 
scientists) should be subject to carefull review and consideration.

At least now you know the "incorrect" ideas and can work on it - if you 
don't give students an opportunity to express themselves - you would not 
know what their incorrect ideas are......


Mansel A. Nelson

Chemistry Teacher                    520 283 6291(Voice)
Tuba City High School                520 283 5105(Fax)

Chemistry Instructor                 520 283 5113(Voice)
Navajo Community College             520 283 5350(Fax)