Science
Introduction
Elementary students often love science because it taps into their natural curiosity, hands-on learning preferences, and desire to explore the world around them. According to Jean Piaget, young learners in the concrete operational stage (approximately ages 7–11) are developing the ability to think logically about tangible objects and events, making science experiments and observations highly engaging and meaningful. Science allows students to observe, manipulate, and test real-world phenomena, which aligns with Piaget’s emphasis on learning through active discovery. Additionally, the exploratory and inquiry-based nature of science fosters creativity, problem-solving, and critical thinking, skills that students naturally enjoy practicing. When children can ask questions, make predictions, test ideas, and see immediate results, they experience the intrinsic motivation described by theorists like Piaget and are more likely to develop a lifelong interest in science.
Learning Objectives
After completing this chapter, students will be able to:
- Describe inquiry-based and hands-on approaches to science instruction.
- Design science lessons aligned with standards in physical, life, and earth sciences.
- Apply the 5E instructional model to science lesson planning.
- Implement strategies to support language development and inclusion in science learning.
- Evaluate science instruction using formative and summative assessments.
Reference
- California Department of Education (CDE). (2013). NGSS for California Public Schools, K-12. https://www.cde.ca.gov/ci/pl/ngssstandards.asp
- Piaget, J. (1952). The origins of intelligence in children. W. W. Norton.
