In the meanwhile my own thought s are starting to drift towards next semester when my teaching schedule will include a locally developed (essential level) science class. I have been wondering how inquiry-based learning will work with them since my past experiences have shown me that these learners often have difficulty ordering their thoughts and even greater difficulty following a lab procedure. It was with these thoughts on my mind that I entered the school one morning this week. On the way to my classroom I encountered Patrick, a high needs student, who has been in my locally developed science class for two semesters in the past.
Although I greet Patrick every morning he does not always greet me. He is often locked in his own thoughts. This is the way our conversation went on this particular day:
Me: “Hi Patrick!”
Patrick : “Hi. . . Hey? . . .”
Patrick : “Do you like science?”
Me: “I love science!”
Patrick : “Well, if you like science . . . there is something I was wondering about . . .”
Me: “Yes? What were you wondering?”
Patrick : “Well . . . Could I become invisible?”
Me: “Invisible? Do you think you could become invisible?”
Patrick : “Well . . . I was wondering about it and I think that is science.”
Patrick : “Well . . . you like science and I am wondering if I could become invisible.”
Me: “That is a very good question, Patrick. I think scientists would like to experiment with you becoming invisible. Would you like that?”
Patrick : “Yes! . . . invisible . . .I’m wondering . . . “
At this point Patrick drifted off and so did I. The more I think about it the more I think that inquiry-based science is exactly what my locally developed class needs. What do you think? Please feel free to post your comments.