Discuss why experiment and hands-on activities related to science inquiry are

important in a science classroom?

A science program do to enhance the young childs development. It can provide
children with the chance of the physical objects. This is especially important to
children who have had little chance to manipulate objects at home. Interaction with
objects alone cannot result in equilibration or develop conservations, but when
student exposed with the experiment or hands on activities indicate that such
experiences help clarify and cement conservations still in the transitional stage. We
do not yet know just how much experience with the environment can speed up the
process of cognitive development, but most science educators consider that its
advantage far outweigh any possible disadvantages. This is why all of the newer
sciene curricula designed for young children rely heavily on manipulative experiences
as a basic method of instruction.
During hands on activities or experiment , children ideas must also be manipulated.
If a child says that prism able to seen the colour of rainbow, the teacher might say
good, and after a pause say, could it possibly because of the light that come
through the window?. The teacher should always be indirect and never force the
idea. In this way, children examine how they arrive at ideas, which leads to mentally
testing the ideas truth.
Allied to allowing a child to examine the sources of his own ideas is examining the
processes involved in problem solving. After the class has solved a problem, the
teaher may ask how did we arrive at this answer? and help the class in retrace the
steps taken in arriving at a solution. By adding the intellectual manipulation to
concrete activities, the teacher is more likely to help children in their intellectual
development.
When the children doing experiment or hands on activities its also call discovery
learning because the hild find out a new knowledge that they doesnt know before
this. Discovery learning helps the child learn how to learn independently. Discovery
learning shifts the motivation of the learner from that of seeking external rewards
(extrinsinc motivation) to internal satisfaction (intrisic motivation). Furthermore,
discovery learning helps the learner to retain more what they understand, who does,
remembers and to recall more useful information.
Burner also agreed with the piagets theory , according to Bruner, hands on activities
or experiment , for example teacher should give the students many experiences to
use their acquired abilities with respect to the observation, classification and
arrangement of object according to some property helps the child learn how to learn
how to learn independently. Futhermore , these activities helps the child to retain
more understanding and remembers, and to recall more useful information. The
children develop to maipulate concrete object and develop physical and social
development.

















To what extend are piagets developmental principles applied when children have
these science experience
When children have these science experience, according to piagets developmental
principles increase in cognitive development. Student try to make sense of the world
and actively create knowledge through direct experience with objects, people, and
ideas. Maturation, activity, social transmission, and the need for equilibrium all
influence the way thinking processes and knowledge develop.
Piagets research offers fresh insight into the childs ognitive development. Childrens
perceptions of the physical world are affected by the limitations of their cognitive
structure. Knowing this has helped science curiculum makers to shape experiences
for children that are within their ability to perfom. Exercises to further the
development of the cognitive structure are included in many programs. Commonly in
these programs the children manipulate concrete objects. Logical operations are
reserved for the intermediate grades.
Piaget believes that young people pass through four stages as they develop;
sensorimotor, properational, concrete operational , and formal operational. In the
sensorimotor stage, infants explore the world through their senses and motor
activity, and work toward mastering object permanence and performing goal- directed
activities. In the preoperational stage, symbolic thinking and logical operations
begin. Children in the stage of concrete operational can think logically about tangible
situations and can demostrate conservation, reversibility, classification, and seriation.
The ability to perform hypothetico deductive reasoning, coordinate a set of
variables,and imagine other worlds marks the stage of formal operation.
Children that exposed with the science experience at the early age of childhood will
increase their curiosity when something new was found by them. Students not only
can use multimedia to learn, but they can also use it to comunucate their
understanding of the subject to those around them. They can create what they learn
by using an authoring tool such as HyperCard. To make them more interesting to
learn science, peer teaching is used as the students work together in the making of
their projects. Students become active participants instead of passive sponges and
the teacher truly takes on the role of facilitator as she gives them guidance in their
creation.
Piaget believes at every level of cognitive development, students must be able to
incorporate information in their own scheme. Its started from the elementary school at
the earliest school levels, should include both physical and manipulation of objects
and mental manipulation of ideas. All students need to interact with teacher and
peers in order to test their thinking , to be challenged , to receive feedback , and to
watch how other s work out problems. As a general rule, students should act,
manipulate, observe, and then talk or write about what they have experienced.
Concrete experiences provide the raw materials for thinking. Comunicating with
others makes students use, test, and sometimes change their thinking abilities.
As a conclusion, teachers or educators must plan a develop mentally appropriate
curiculum that enhances their studentss logical and conceptual growth. Besides
that, teacher must emphasize the critical role that experiences or interactions with the
surrounding environment or play in student learning.













References
Haliza Hamzah, Joy N. Samuel. (2009). Perkembangan kanak kanak. Selangor
Darul Ehsan ; Kumpulan Budiman Sdn. Bhd
Poh Swee Hiang.(1996). Pedagogi Sains 1 Kurikulum Sains. Kuala lumpur;
Kumpulan Budiman Sdn.Bhd.