The activity that I will use with the children to develop students’ skills in Science Experience Expectations.
I made a boat from tinfoil, and I put a container with water and placed next to the container different parts of the loose parts, paper clips, beads, small pebbles, and in different quantities, and pieces of wood, etc.
The goal of the experiment is that the student is able at the end of the investigation to
1. To put the boat is placed on the water correctly.
2. To be classified between the bodies that float on the surface of the water and those that anchor.
3. To determine the appropriate amount of clips and beads that will make the boat sink.
4. To classify the weights that allow the boat to sink
5. To conclude that the boat's sinking and floating is dependent on the weight of the things on the surface.
6. To distinguish between the meanings of the word volume and win
7. To promise verbally to keep the river clean
This type of experiential learning during the scientific-practical experience makes children master and understand abstract ideas and concepts. So focusing on concrete operational concepts helps them know what is around them and discover their world and the world around them. This is done by focusing on the practical side of science children learn best through work and experimentation.
This scientific experiment gives students many scientific experiences as it develops experimentation, prediction, defines control of the variables, classification, observation, communication, and asking questions in students. Besides, it stimulates the student's curiosity and invites them to conduct an investigation when experimenting. It also allows students to develop scientific process skills for students by processing new information through concrete experiences.
For example, the different kinds of tools during the experiment make students predict the things that sink and the things that float on the water's surface and learn and observe that the boat's weight increase leads to the ships sinking.
Also, this scientific experiment allows the student to define and control the variables.
For example, the student is the one who determines and the variables by making the boat sink by increasing the number of paper clips.
This practical scientific experience teaches students to classify objects that sink and float on the water's surface.
The student will develop the observation concept by noting that increasing the paper clips to 50 pieces will make the boat sink.
The student will also acquire communication skills and work with a group through their cooperation and interaction with their peers in placing materials and paper in water. Also, the conversation and communication between the students during this experience will expand the students' thinking.
This activity also develops the child's reasoning; by adding the clip paper one by one, the child will realize that the boat will go down after a certain quantity of 50 of the paper clips.
The science experience supports children’s curiosity
This practical scientific experience supported the student's curiosity by satisfying their curiosity through participation and exploration. Also, this scientific experiment made the child's senses eagerly seek to receive information. When the teacher accepts the students' many questions with pleasure, their curiosity will increase because he listens and shares their interests. Besides, many loose parts aroused the curiosity of the child. For example, the different loose parts push the student to try them as all in a scientific experiment to identify the things that float and are sinking.
Moreover, the teacher plays an essential role in this experience. He asks the children open questions during the scientific-practical expertise, thus increasing students' curiosity, leading them to build thinking skills. Also, different the loose parts that improved students' curiosity.
Also, the open-ended questions work to enhance students' learning, enhance students' observation skills. Moreover, the Scientific-Practical Experience grew students' curiosity by experimenting and exploring based on their observation while experimenting. It also allowed the student to inquire that he was born with the seasons' feeling to experimenting with questions.
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