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Students should learn to write a formal laboratory report, but there is room in scientific classes to show their learning otherwise.
The practical learning is part and package of high-quality scientific instructions - it is the whole point of laboratory work. According to a laboratory, students usually show their learning by reflecting their results in a formal writing such as a traditional laboratory report or contemporary claims, evidence, the argumentation format of argumentation (CE). Formal depreciation offers students a chance to describe empirical information in a professional voice - an important ability.
Students should be given possibilities to practice this type of significant writing, but there are also ways that they can share their scientific understanding without being able to stick to technical lettering?
For many youthful learners, laboratory reports are not always an efficient or comfortable way to communicate. Can teachers use students' preferred communication methods to support learning? Are there any methods in addition to the formally written argument through which students can communicate exactly logical, evidence-based allegations?
In my experience, the answer to these questions is yes, and these are three ideas I've tried.
Storyboarding: Storyboarding consists of the students who create a comic style presentation of work in a science laboratory. Storyboards can be assigned before or after the laboratory.
If the laboratory follows the structured refresh format in which the students follow prescribed steps in the laboratory. In this way, you will expect your tasks in the laboratory better. The storyboard can be used to highlight important points in the laboratory in which safety should be considered if students should attract their glasses, or what steps most attention requires.
The storyboard can also be used as a post-Lab documentation of the student experience. I sometimes people several must-haves, if I do this, ie there are elements that the students who complement a traditional laboratory report must complement the data in table or graph form.
However, the laboratory storyboard is not well suited to the interpretation and analysis of data - it is difficult for the students to use this format to describe relationships between variables such as time and temperature or identify patterns in data. This is especially true if the teacher wants students to extend to the effects of their findings.
Multimedia: The way adolescents look and receive information about the world has dramatically shifted in recent years. For example, YouTube and podcasts offer a nearly any key topic that covers a sophisticated topic. Teachers can use these dynamic, free communication modes as an alternative to traditional science letters.
Students can create videos of their laboratory portions with their phones or other personalized devices. These videos can be compiled and uploaded to YouTube to easily share the release. Or you can use screencasting apps like ScreenCastify and Screencast-O-Matic, which allows you to add your video to it to document your learning.
Students can also record audio from their laboratory - the technological requirements for creating a podcast are remarkably simple. The students can simply use the voice memo function on their phones to record in the laboratory, and then create a podcast episode. The file can be uploaded directly to Google Drive or Classroom, and the teacher can decide if these podcasts are shared with the class.
It is worth noting that the students are generally assumed teacher in relation to their technology skills.Teachers do not necessarily have to teach a lot to teach the tools - simply offering audio and video options are often enough to set up the creativity of students and give impressive results.
Some of my students have created videos with amazingly accurate scale representations of my classroom, which they have built in Minecraft. You then uploaded videos set in the virtual classroom on YouTube. How to mount this Minecraft classroom is beyond me, but it is exciting, technologically inclined learners knowledge, scientific ideas exactly and coherent to express.
Speakers and Scouts: An activity I call on speakers and scouts call science ideas. When finalizing a laboratory, I have task students working in teams of four students, each distilling the great Takeaways from the laboratory in simplified data tables or diagrams.
Each member of the laboratory team is assigned one of two roles (or teachers can allow students to choose):
While speakers and scouts can be used to handle a laboratory, the strategy works best in tandem with an open request in which each team has developed a sophisticated question and designed a specific investigation for this question. If every team composed a unique challenging question, their own experiment has performed and collected data, there is greater variety in stories that will listen to the scouts from the group. If all groups have performed the same laboratory, but some different data received, the interviews are repeated and boring for the scouts.
This approach builds a strong sense of community in the scientific classroom. In the parts of their thinking with others, students become more attentive on strategies who worked, and those who did not do. In addition, children see how their teams and the results of their team stack against their colleagues'. Instead of thinking about your note, this exercise demands to think of the students, think, "What a great idea - I should have done that!"
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