Quote:
Originally Posted by avandonk
In my many years of living, kids ask the most pesky questions. I am not sure of what you are trying to achieve Craig.
The only thing one can do is answer at a level that keeps their interest.
Going into the esoteric no matter how interesting does not work.
You have to give a simple yet true version of reality.
It is a bit like the little girl that asked her father what vice meant. After a stuttering semi explanation he finally said, why do you ask. And she said that she had just been made vice captain of her class.
Communication is paramount.
A very good teacher flies on feedback from the students.
I could try and do what you defined but it would lack any sort of interaction.
My personal method would be to inspire and then see who does the hard work to get to the pinnacles of human knowledge.
Of course this depends when I feel inspired.
bert
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Spot on Bert
Craig teachers rule number one... You have 10 seconds to capture a kids interest from the time you open your mouth...dont waste the opportunity trying to transfer your entire knowledge base in one hit or all you will do is create more accountants not scientists. Kids deal with "we are not quite sure" very well as it allows them to use their own imagination and once engaged you can gently lead them on a path of discovery.
Now you have said you have a problem with the "we really don't know" answer but I have a real problem with the "we do know" answer. What is science??? A systematic method of finding relationships in phenomena we observe that allow us to make accurate predictions based on the models we ceate. I spend half my time teaching the model and the other half pointing out all the pitfalls, assumptions and exceptions to the rules. This along with carefully selected investigations give the kids a better chance of building critical thought processes.
For example my year 11 Chemistry students do an investigation on the solubility of ionic salts with temperature. Theory states solubility increases with temp until saturation point is reached. They do a series of experiments, draw solubility curves for a large number of water soluble salts which always show an increase in solubility as temp rises except one, Lithium sulfate which decreases in solubility as temp rises. Ties them into knots trying to explain that and I always try to throw things in that will ruffle their feathers. But it also opens their eyes to the fact that science is often flawed and we don't have all the answers which is a good thing IMHO as it makes them think and they can only be better for the experience. In short I believe there is no such thing as a scientific fact and to say so is simply foolish. What we have is a set of carefully thought out ideas through a rigorous process of investigation that allow us to make some sense of the world that confronts us.
Mark