There are several strategies I throw at my students on a weekly basis that gets them thinking about science in a new way: Changing up the Symbol System, Reversal of Thinking, Analogy, Analysis of Point of View, Webbing, Complete an incomplete, and hypothetical thinking. I use these as openers, brain breaks, and even turn to a partner and share questions. Anytime I can get my students to analyze, justify, expand upon and correlate information in a new way, the more my students can find what works best for them. I like to give them as many strategies as possible to add to their arsenal of learning tools.
Changing up the symbol system forces learners to step outside their comfort zone by displaying information alternative to the written word: Draw an example of the scientific method in use-not using words, sketch notes, stand up and use movement to portray the movement of molecules in photosynthesis or cellular respiration. Act out the movement of food through all the organs of the digestive system, demonstrating types of absorption and mechanical digestion. All of these require multiple levels of analyzing and application. They are visual, auditory and tactile strategies to demonstrate scientific knowledge.
When my students get in a rut or stuck in place, I like to use reversal of thinking. This provides them an opportunity to re-frame the information provided and look at the problem from a different point of view. This is important before a debate or Socratic seminar because it allows them to see not only the argument but the counter argument as well. For example I will phrase certain science questions like this: What is traits were not passed on genetically but through exposure like the passing of a flu virus or cold bacteria? What if plants gave off carbon dioxide rather than oxygen? How would digestion work if we had more then one stomach? These questions may seem easy but it really gets students thinking collaboratively and helps them see how a simple change can effect us in major ways.
Analogy is always a great way to make sense of the world around us. How are the parts of a cell like the systems of the human body. Making connections between a microscopic, vague image to a concept very familiar to students. Analogy is the cognitive process that transforms information from one context to another. Developing analogous thinking is the first step in creativity, innovation, and critical thinking. Seeing how things are connected helps us recognize our place in the world and how structure and function is very common across nature. analysis of point of view is also a critical thinking skill that helps students recognize their role in the universe. Researching and analyzing primary and secondary sources gives students a glimpse through history, provides opportunity to understand and interpret the validity and reliability of data and resources.
Webbing allows students to see a ripple effect of a conflict or or event. Basically a quick tool to understand cause and effect. To unpack all the details of an article and see all the results of a single action. Complete an incomplete's are used when students do not have all of the facts. They must use prior knowledge and other resources to solve the problem: Fill in the missing word in this sentence: Charles Darwin, Gregor Mendel and Isaac Newton all had a role to play in __________. Or list several steps of the scientific method, leaving out two and ask which two are missing and why are those steps necessary in the inquiry process. Finally, hypothetical thinking requires the student to use logical questioning and abstract thinking, this challenges many of my students: How would life change if you had four legs? What would you look like if we no longer had to breathe oxygen or eat food?
There are many strategies of questioning I use to keep my students on their toes. They like the different ways in which they can display their knowledge. They love to answer these alone and collaboratively. We often use these as springboards into Edcamps and class debates which keeps our science class submerged in inquiry and self-discovery.
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