Instructor: Dr. Shirley Giroux
Although there are many items worthy of mention from EDUC 441, it is an inquiry project that has had the most impact on my teaching philosophy and pedagogy. Below is an inquiry–which follows the Spiral of Inquiry framework– into incorporating “Science Centers” into a secondary science classroom. The initial idea was sparked by trying to devise a way to effectively train ongoing core and curricular competencies with routine and iteration throughout an entire semester. Below is a quick summary of my initial inquiry question and which First Peoples Principles of Learning this project aims to access.
Initial Inquiry Question: “What would an effective system of “centers,” which are ongoing and tied to curricular goals, look like in a secondary science classroom?”
Revised Inquiry Question: “Which centers, which are ongoing and tied to curricular goals, tell a story of community and place, and how would these incorporate into a secondary science classroom?”
First Peoples Principles of Learning:
1.Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
2.Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
3.Learning involves patience and time.
4.Learning requires exploration of one’s identity
CLICK HERE to access the active link to my Inquiry Project
