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EDU 637
Fred Mangrubang
On December 11th, 2017, Gallaudet Universitys EDU 637, Elementary School Teaching
Methods in Science, class took a field trip to Sidwell Friends Lower School to view a science
lesson taught using the inquiry approach. During this observation, we watched two first grade
classes make candles. This lesson seemed to focus on affective goals and procedural skills.
The teacher began by explaining that today the students would be making candles. The
teacher demonstrated using a wick covered in wax and one that was not covered to show how
candles need wax to burn because the vapors are what burn, not the wick alone. The students
then were each passed out a wick and lined up according to a diagram that was sketched onto a
tarp on the floor. The students then followed the teachers careful instructions of stopping at the
end of the diagram, dipping the candle quickly into cans of wax, and then following the diagram
into their line until it was their turn again. After many rounds of dipping the wax, the teacher
stopped the students who had thick enough candles and asked them to hold the candles until they
dried. When another student in my class asked the students what they had learned, the students
This teacher demonstrated some very strong classroom management techniques. The
teacher was clearly well-prepared for the class today by how much preparation went in to the
design of the classroom, the diagram on the tarp to direct student traffic, and the well-rehearsed
script used to teach the students. I was especially impressed by how well the teacher responded
to students not following rules. Rather than punish students by sitting them out only, the teacher
first gave students warning about behaviors that they should not display and would explain the
safety reason behind this for most behaviors. If a student did not behave appropriately, most of
the time the teacher told the student to sit out for 30 seconds because of the behavior that they
displayed. I thought this was a very positive approach because it showed that the teacher had
very clear expectations for student behavior. The students knew exactly what was expected of
them, and more importantly, the students knew why. This is incredibly important for science
teaching because of the importance of understanding and demonstrating safe science behaviors
I do not believe that the lesson today was inquiry approach due to the over-structured
teacher-centered approach. The students themselves explained that they learned how to create
candles because of the lesson, which did not seem to be the goal based on what the teacher had
mentioned at the start of class. While this lesson was incredibly hands-on, I do not think that
students learned what was intended by the teacher. The teacher did mention that the activity was
more focused on assessing the students abilities to follow instruction, but I do not believe that
approach that I can apply to my future classroom. However, I do think that I still need to see a
future demonstration of a true inquiry approach to science that involves asking questions and
student-centered learning.