The Physics of Sound

Autor/in	Miller, Jennifer
Titel	The Physics of Sound
Quelle	In: Science and Children, 54 (2016) 4, S.34-40 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Preschool Education; Preschool Teachers; Learning Centers (Classroom); Integrated Activities; Physics; Acoustics; Teaching Methods; Demonstrations (Educational); Inquiry; Books; Problem Solving; STEM Education; Iowa + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Unterrichtsdifferenzierung; Integrierender Unterricht; Physik; Akustik; Teaching method; Lehrmethode; Unterrichtsmethode; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Book; Buch; Monographie; Monografie; Problemlösen; STEM
Abstract	Jennifer Miller is a special education preschool teacher at Grant Elementary School in Muscatine, Iowa. In this article, she describes how she created and implemented a learning center with three-to-five-year-old students in an integrated morning class (nine students; four on IEPs) and an integrated afternoon class (10 students; four on IEPs) to teach the physics of sound. She began by reading "Sound: Loud, Soft, High and Low" (Rosinsky 2002) at large-group time, then introduced an experimentation box, a wooden box with four rubber bands varying in thickness stretched across the top. Miller prepared productive questions to spark student interest, which created an opportunity for students to independently inquire, process, and solve problems. Examples of productive questions are provided for teachers to keep students actively engaged in planning and carrying out their own investigations. Miller also offers suggestions for various objects and materials to incorporate into the physics of sound center such as cotton balls, beans, tuning forks and sponges for students to investigate as they observe and experience the different sounds these objects make. Miller also included books related to sound, paper, pencils, and clipboards for students to record their data in the learning center, suggesting that teachers can model using the books and recording materials to the very young students. Students will likely attempt to write and draw their observations, just as the teacher is doing. This is also a great way to provide students opportunity to show an appreciation for books, explore fiction and nonfiction text, and write to convey meaning. Learning centers not only foster scientific inquiry and problem-solving skills but also persistence, inventiveness, communication, collaboration, literacy, mathematics, and science skills, and present the potential for endless teaching possibilities. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01