Amal Al Abdallah holds a bachelor’s degree in physics and a master’s degree in education. She graduated with honours and was awarded a golden visa. She has been teaching science at AlIttihad National Private School, UAE for 13 years, and middle school students for the past 7 years. She has participated in many national and international competitions and learned more about the education systems of different countries. She believes that students need to be encouraged to explore and research information beyond textbooks, using different teaching strategies helps in motivating students to learn. Amal’s goal is to connect learning to students’ values, interests, and experiences, and to help them grow their thinking and intelligence.
As a science teacher, I was often faced with the challenge of teaching concepts and ideas that were not always easy to understand. In those moments, I would have to look for ways and strategies to make my students understand what we were doing in class. To do this, I experimented with different learning and teaching methods. After much trial and error, I found a few that worked well: Inquiry-based Learning (IBL) and Teaching Science with games. Those two strategies have been key to my success as a teacher of science. In this article, you will discover what they are, how they can help you as an educator, and some resources on them if you want to learn more.
What is Inquiry-Based Learning?
Inquiry-based learning (IBL) is an approach to teaching that focuses on student-led inquiry and discovery. It is an excellent way to make a subject come alive as students ask their own questions and find their own answers. In IBL, students are expected to pose research questions, collect and analyse data, and draw their own conclusions. IBL differs from the traditional model of teacher-led instruction in a few key ways. First, students take the lead in both the process and the product of learning. Teachers are there to guide the process, not lead it. Second, IBL is based on open-ended questions. Traditional lesson plans tend to revolve around multiple-choice quizzes and tests. Third, IBL is not just a classroom concept. It can be applied to any field of study. Scientists at all levels of their profession use IBL as a research method.
Teaching Science with Games
Teaching science with games is not just about the game that you may have played as a child. It is about the application of game-based learning in a classroom setting. This technique includes the design, development, and implementation of games (paper, board, digital or other forms) to facilitate the process of learning science concepts. This approach is used in a variety of settings, including science museums, after-school programs, and even university or high school classrooms. The premise is that games can help learners develop critical thinking and problem-solving skills that are essential in scientific thinking. In education, the goals of game-based learning can include teaching basic concepts, demonstrating relationships between concepts, and reinforcing the application of concepts in the real world.
Inquiry-based Learning in Practice
Inquiry-based learning is an approach to teaching that focuses on student-led inquiry and discovery. It is an excellent way to make a subject come alive as students ask their own questions and find their own answers. In IBL, students are expected to pose research questions, collect and analyse data, and draw their own conclusions. IBL differs from the traditional model of teacher-led instruction in a few key ways. First, students take the lead in both the process and the product of learning. Teachers are there to guide the process, not lead it. Second, IBL is based on open-ended questions. Traditional lesson plans tend to revolve around multiple-choice quizzes and tests. Third, IBL is not just a classroom concept. It can be applied to any field of study. Scientists at all levels of their profession use IBL as a research method.
Teaching Science with Games in Practice
In order to use games for learning, you need to understand how games work. Although the rules for different types of games may differ, most games have a goal, rules, and challenges that players must overcome. For example, in a game of chess, players try to capture the other player’s king. The rules specify that each player has 16 pieces and that one player will have the king while the other will have the queen. Each player also has a board and pieces of different shapes and colours. In a classroom setting, instructors can use games to teach any science concept. For example, they can create a game to help students learn about molecules or the types of ecosystems. If you are interested in exploring game-based learning with your students, there are many different types of games you can use. Here are a few options: – Board games: These games are most suited for upper secondary school classrooms. – Card games: These provide many options, but they are most effective in elementary school classrooms. – Role-playing games: These are suited for any age group and are appropriate for most subjects. – Simulations and computer games: These are best for upper secondary school and university students. – Puzzles: These are best for younger students. – Science experiments: These are the ultimate in inquiry-based learning. – Science fairs: These showcase students’ understanding of a concept in a way that no other approach can.
Conclusion
IBL and games-based learning, when used together, are powerful tools for teaching science. These approaches allow students to learn by posing their own questions and solving their own problems. These approaches allow educators to take a step back, creating an environment where students can explore concepts in a self-directed way. Inquiry-based learning and games-based learning are two powerful ways to make science come alive for students. If you want to make your class more engaging and interactive, these two strategies can be very helpful.