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In fourth-grade science classes, students learn about the scientific process in more depth and with more rigor than in their previous coursework. The intensified consideration of how experiments are designed, data is gathered, and results are analyzed combined with the introduction of new information about the natural world. Students may learn about ecological concepts like food webs, physics principles like electricity and magnets, the different types of material that make up the Earth, and how the environment changes throughout various Eco-chemical cycles. Many of these concepts are combined with students increasing familiarity with scientific experimentation via in-class experiments about new topics.
These experiments may foster the conditions that students need to be engaged, as well as for real learning to take place through investigation. However, if students struggle with their understanding of scientific experimentation or with the new concepts being introduced, such experiments can also present challenges unique to each particular students experience and knowledge. For instance, if one student does not understand the basic behavior of electricity, and another does not understand the concept of only changing one variable in a scientific experiment, designing a project to test which materials disrupt a circuit and which do not can cause each student trouble for different reasons.