CHAPTER 5 CONCLUDING THE PROJECT
In this chapter they present a variety of methods of documentation and a framework for evaluating the project and extending and expanding the approach in future projects. They talk about the culminations proccess, when the young investigator summarize ahet has been learnde. It is very important because students made personal this knowledge. Students can share they projects and learn from other's work. They can also visualized what did they learn duringthe phase II and III. See Figure 5.1 Drawings of course, especially for the younger children, can be very helpful in enabling them to tell what they have learned. Students realized that they know more now. They say that a role-play could be meaningful as a final phase or culminating event. They presented different examples of projects with different meaningful culminating activities. We found the project below interesting. They continue saying that culminating activities involve more than just the...
The actual process of investigation are conducted by the children. They engage in a variety of activities that will help them find the answers to the questions they generated during Phase I. Investigation activities during this phase include visiting related field sites, interviewing experts, examining artifacts first-hand, and exploring a variety of additional resources such as books. As these experiences occur, the young investigators make drawings of what they are observing, try to write down what they are thinking and learning, build relevant objects, and role-play much of what they have learned. As the children find the answers to their questions and use a variety of media to express their discoveries, it permit that thier knowledge and understandings are renewed.
ResponderEliminarThe teachers and adults can recognize the child’s interest on the basis of his simple questions. Teachers and other adults will have to be good observers of children’s behavior, watching for signs of interest. Some nonverbal signs of interest are stopping and staring at something, reaching out to an object, and lagging behind the group to spend more time observing or manipulating a particular object. In this phase, parents can help by accompany the children in the visits of places to investigate.
This last paragraphs summarize very well things in this phase of investifgation. The way children can find the answers to their own questions and the ways they use to show their discoveries is a really interesting issue: several drawings, ideas, new questions, discussions among them, paintings, building objects, writing words or short phrases according to their level. These are very important signals to see children's advances in their process of learning.
The way parents get involved in the process is very enrichable experience to try in our environment, since the parents of some of our schools are rarely involved in the learning process of their children. Moreover, parents of some of our schools do not know what are the acitvities we do in the school. Many of them never go to schools to know about their children advances or difficulties in learning. Sometimes, we as teachers almost have to "obligate" them to come to school in order to talk about their children.
Young investigators book continues being surprising with the clear explanations about how investigation can be practiced since kindergarten, the examples used to show some experiences observed are very appropiate. Language of the writer is very comprehensible, the ideas also are so clear, that the reader can undertand and enjoy the topic. Discovering that children since very young can develop their social and cognitive skills trouhg investigation is very remarkable for we as teachers. It could be an interesting experience to apply in our schools. Here in Colombia we have few schools teaching trouhg investigation.