Online+Module

Welcome to the Online Module. In this module, we will:
 * Review the key learning points from Session One using a collaborative multimedia slide show (//VoiceThread)// and [|reflect] in the discussion on this page
 * Experience collaborating on a concept mapping tool (Complete //Inquiry Activity 5// //)//
 * Collaboratively design an inquiry lesson (Put up your design on your Group Design page)

Now lets review what we've learnt from Session One:


 * __A quick review on Science inquiry learning.__**

Review on the voicethread below:

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some notes taken from yesterday's session: Science inquiry is a way to learn science with the aim of exploring, explaining and understanding science concepts and theories in a way similar to how scientists work.

When this inquiry approach was first introduced, teachers were apprehensive for different reasons. Some were worried that they won't have enough time to cover the syllabuses, other thought that this approach was not any different from what they were already doing in class. For the latter, we would like to explore further and ask "if we have been using the inquiry approach then have we been adopting it in a student-centered or teacher-centered way?" Looking forward, we have to ask ourselves how we are preparing our students and ourselves for the 21st century. One thing for sure is that we should seek ways to create more opportunities for student-centered inquiry. This is especially important in view of the growth of Web tools such as wiki and blog and the fact that our 'digital-native' students are techno-savvy and comfortable to learn and explore the World-Wide-Web on their own. We, teachers, must learn to turn these into strengths to be built into our classroom practice.

Further to this introduction on Scientific inquiry, we will look at 5 essential features of inquiry, namely: questioning, gathering evidence, explaining, connecting, and communicating. These are all key to sustaining the spirit of inquiry. They should not be viewed as stages of the inquiry but as an ongoing process. For example, after gathering evidence to answer the questions posed, your students should then able to use scientific theory or formulate their own explanations for the evidence, and by doing so, they might come up with more questions for further exploration or they might choose to share their findings with the class, during which conflicting ideas might arise to stimulate more exploration.

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