This week I designed an experiment where I tried to design a lesson assignment for elementary science teachers and commissioned them to observe children’s responses for me, interviewing them at the end.
After some iterations, my hypothesis is: I believe that with the help of the assistant toolkits, children will spend longer time playing and exploring in nature. I decided to use an experiment in science class and some interviews to prove it was right.
Problem Space
How might we help children connect with nature?
Assumption to test
Hypothesis
Three teaching experiments
Science class is a course the allow children to study outdoors, do some experiment, and do some group work to learn about nature and science.
I originally wanted to observe children study outdoors, but because it is winter, there are no insects and plants on the campus, and science class is changed to indoors. So I designed an experiment that can be used in indoor teaching.
I asked three Third grade science teachers to conduct experiments in the two classes they teach and observe the children’s reactions. then interviewed these 3 teachers
Its content is:
In one class, use traditional teaching methods (textbooks and presentation teaching, and the other class uses some simple toolkit experiments to assist teaching. Allow children to explore by themselves for some time. Observe children’s concentration and ask 5 students randomly. Test children’s understanding
Interview
Based on the feedback from the teachers.
First of all, overall, class2 has better performance. Children spend a longer time focusing on learning, and they are more likely to concentrate on class. Can answer more questions that need to be understood or memorized in most classes.
However, the teachers also emphasized that teaching toolkits are important auxiliary measures but not the decisive reason for accomplishing the teaching goals.
it is also very important to make an activity plan in advance. Children need a goal.