But what happens if we let the student uncover the answer for themselves? This is what Elenor Duckworth argues all teachers should explore inside their classrooms. Students have the ability to surprise us with not only their ability to ask questions but to also find ways to answer these curiosities. <\/p>\n\n\n\n
![\"\"](\"https:\/\/i0.wp.com\/blog.searchenglish.com\/wp-content\/uploads\/2017\/01\/question-header.jpg?ssl=1\")
<\/figure><\/div>\n\n\n\nDuckworth argues that in learning, the quest to find the answer to far more valuable than the answer itself. This quest can be filled so many twists and turns that include making mistakes and discovering that an answer may be incorrect. This allows students to grow and learn based on their own experiences in learning. This is far more valuable than a teacher simply throwing the answers at the student. So how can a teacher further push students to take part in the learning experience? Based on Duckworth’s book : “The Having of Wonderful Ideas” and other Essays,<\/em> I point to several ways a lesson in a science classroom can get students engaged in this form of the learning process:<\/p>\n\n\n\n These are just a few ways that students can begin to take control of their own learning through their own wonderful ideas and inquiries. <\/p>\n\n\n\n This is what NGSS standards reflect in their 3-D. Many science classrooms today, only discuss core ideas but never push students to ask why or use core ideas to problem solve. This is where NGSS Science and Engineer Practices come into play. Students here are pushed to use their previous knowledge and apply it to the actually doing of science and the uncovering of new concepts. Here, students are going through the process of finding answers and will be able to use these new logic and problem solving skills later on not only in the classroom but in life as well.<\/p>\n\n\n\n Applying these concepts That Duckworth argues, can be as simply or as complicated as any form of student centered learning. Some lessons will create the opportunity for students to take hold of the learning process while others may require extra help, time and differentiation for the students. However, as Duckworth proves, these strategies work and are well (duck)worth it! In addition, these strategies are more attainable than you might think! Here are two example lessons that cater to student led discover!<\/p>\n\n\n\n One example of a lesson in which students are engaged in finding the answers would be this exploration activity in which students use a flashlight and paper to find the answer to the question: what causes the seasons? This link shows the process in which students may discover the reason for the seasons. At first they may say that the distance for the sun is the season for the changes of season, but will soon learn through trial and error, and exploring the possibilities that the earths tilt is the real reason for the seasons we know today<\/p>\n\n\n\n![\"\"](\"https:\/\/i0.wp.com\/risenetworks.org\/wp-content\/uploads\/2013\/04\/science_wordle.jpg?ssl=1\")
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<\/figure><\/div>\n\n\n\nPractice in Reality <\/h2>\n\n\n\n
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<\/figure><\/div>\n\n\n\nSeasons and the Sun<\/h3>\n\n\n\n
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<\/figure><\/li>![\"\"](\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2020\/02\/Natural_Selection_on_Geospiza-1024x852.jpg?resize=1024%2C852&ssl=1\")
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