I have taught science and education courses for 8th graders through doctoral students. These included: general science, physical science, chemistry, biology, teaching methods, research, and educational literature focused courses, as well as others. I particularly like POGIL-type activites (see Teaching Style).
Guided inquiry used in these activities is based on POGIL-type activities. The general model is to use student groups of about 2-4 to work through these over about half an hour to an hour. The activities are meant to be introductory, as it is better if no prior knowledge is there. The activities can replace any lectures on the topics. Students/groups can report their results as they finish to the entire class. Discussion can then follow naturally with informed students. Generally, the model used here is to ask dead simple questions in a series so as to guide student attention along a series of facts and then to ask larger encompassing questions that encourage reflection toward those simpler priming question. The activities usually contain all information needed and do not depend on prior knowledge, internet or books, unless otherwise noted.
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Masters of Chemistry Education, University of Pennsylvania, 2006 Ph.D., Penn State University, 2011
Whether as a highschool science teacher, teacher trainer, a researche or a professor, I have been dedicated to making the learning of science more about the process (argumentation, experimentation, trial-and-error, etc) and less about the "product" of final form, memorization-of-facts, science.