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Science Statement

The instructional strategy most closely identified with science instruction is project-based

learning, sometimes referred to as inquiry learning; it emphasizes student collaboration, solving

real-world problems, student choice, and completion of projects based on the content (Bender,

2017). In our salmon dissection workshop students get to ask questions, make predictions and

connections to previously taught material, discuss cultural values, and get their hands on the

specimen, ensuring the highest levels of engagement and retention. Teachers using these hands-

on methods have reported their students feeling more confident about science, engaging their

questioning skills, and cementing their use of terminology and vocabulary (Tomas, Jackson &

Carlisle, 2014).

Students need to feel a connection from aspects of their world to the material they are

expected to learn. Traditional methods of teaching science introduce concepts without linking

them to activities and meaningful applications, whereas true understanding of science requires

that it be examined and explored in many different ways (Luera & Otto, 2005). In my lesson on

salmon the students get to visually make anatomical connections between a human and a fish,

and a trout a salmon and other species of fish; as with true inquiry-based learning the students

acted as scientists, exploring, getting messy, formulating explanations (Avery & Meyer, 2012).

Our salmon dissection workshop was indeed messy, but each student was completely immersed

in the activity, and supporting one another in trying to figure out which body parts to label using

the vocabulary, while asking one another the identifying questions about the characteristics of

each organ. This productive struggle embodies science.

The students also discussed the way salmon has played an important role in Alaskan

traditions and mythology, bridging a gap that can often exist between school and the culture of
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the community. Authentic science activities must invite students to explore content that is

socially relevant, and allow them to share their own cultural connections, enriching the

knowledge base of the whole class (Cunha, 2011). The students even engaged in sharing

personal experiences with fishing and salmon, making the material more relevant to them

personally, and ensuring better retention.

Feeling confident and able is the key to students staying interested in, and involved in

science after elementary school (Ogle, Hyllegard, Rambo-Hernandez & Park, 2017). In my

lesson on salmon dissection the students supported one another’s learning in a group, while

maintaining individual responsibility for the work on their own papers. This kind of structured

support builds confidence and allows for all participating students to be successful. After a

whole-class discussion and the dissection activity, during which the students figured out and

labeled all the parts together, the students were then able to independently complete another

worksheet that went with the activity, identifying and labeling all the salmon parts and their

purpose on their own.

Hands-on learning in my classroom means we get to hike and look at mountains when

talking about landforms, we dig soil to look at layers and grow our own sweet peas when

discussing the plant lifecycle, we bring in rocks and look at minerals to compare their qualities,

play with various kinds of liquids and make charts with predictions about whether things will

float or sink, we build marshmallow bridges and test their strength, we sail paper airplanes and

test their flight capabilities, we grow salmon in our tank, feed them and care for them, and

release them in the spring. Every student gets to be a practicing, confident scientist.

References

Avery, L. M., & Meyer, D. Z. (2012). Teaching Science as Science Is Practiced: Opportunities
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and Limits for Enhancing Preservice Elementary Teachers’ Self-Efficacy for Science and

Science Teaching. School Science and Mathematics, 112(7), 395–409. Retrieved from

http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN

=EJ984135&site=ehost-live

Bender, W. N. (2017). 20 Strategies for STEM Instruction. West Palm Beach, FL: Learning

Sciences International.

Cunha, T. B. P. da. (2011). Teaching Science in Culturally Diverse Classrooms: The Relevance

of Multicultural Coursework on Novice Teachers’ Instructional Choice. ProQuest LLC.

ProQuest LLC. Retrieved from

http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN

=ED534843&site=ehost-live

Luera, G. R., & Otto, C. A. (2005). Development and Evaluation of an Inquiry-Based

Elementary Science Teacher Education Program Reflecting Current Reform

Movements. Journal of Science Teacher Education, 16(3), 241–258. Retrieved from

http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN

=EJ735753&site=ehost-live

Ogle, J., Hyllegard, K., Rambo-Hernandez, K., Park, J. (2017). Building Middle School Girls’

Self-Efficacy, Knowledge, and Interest in Math and Science Through the Integration of

Fashion and STEM. Journal of Family & Consumer Sciences, 109(4), 33–40. https://doi-

org.ezproxy.uas.alaska.edu/10.14307/JFCS109.4.33

Tomas, L., Jackson, C., & Carlisle, K. (2014). The Transformative Potential of Engaging in

Science Inquiry-Based Challenges: The ATSE Wonder of Science Challenge. Teaching

Science, 60(2), 48–57. Retrieved from


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http://search.ebscohost.com.ezproxy.uas.alaska.edu/login.aspx?direct=true&db=eric&AN

=EJ1048775&site=ehost-live

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