what the narrator intrested is studying science How do you know
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Historically there have been many claims made about the value of laboratory work inschools, yet research shows that it often achieves little meaningful learning by students. One reason, amongmany, for this failing is that students often do not know the ``purposes'' for these tasks. By purposes wemean the intentions the teacher has for the activity when she/he decides to use it with a particular class at aparticular time. This we contrast with the ``aims'' of a laboratory activity, the often quite formalisedstatements about the intended endpoint of the activity that are too often the ``opening lines'' of a studentlaboratory report and are simply the ``expected'' speciÆc science content knowledge outcomes–notnecessarily learnt nor understood. This paper describes a unit of laboratory work which was unusual in thatthe teacher's purpose was to develop students' understanding about the way scientiÆc facts are establishedwith little expectation that they would understand the science content involved in the experiments. The unitwas very successful from both a cognitive and affective perspective. An important feature was the way inwhich students gradually came to understand the teacher's purpose as they proceeded through the unit
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the narrator was not interested studying science instead of biology this can be said because she is not saying to you please on being offered science
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