Literaturnachweis - Detailanzeige
Autor/in | Lee, Okhee |
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Titel | Making Everyday Phenomena Phenomenal |
Quelle | In: Science and Children, 58 (2020) 1, S.56-61 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8148 |
Schlagwörter | Science Instruction; Grade 5; Elementary School Science; Urban Schools; Relevance (Education); Scientific Principles; Teaching Methods; Instructional Materials; Student Diversity; Student Projects; Social Problems; Sanitation; Science Activities Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulprojekt; Social problem; Soziales Problem; Betriebshygiene |
Abstract | A "Framework for K-12 Science Education and the Next Generation Science Standards" ("NGSS") are intended for all students, hence "all standards, all students" (NGSS Lead States 2013). To make this vision a reality, the "NGSS" highlight three key instructional shifts: (1) explain phenomena or design solutions to problems; (2) engage in three-dimensional learning; and (3) build learning progressions over time. Combining these three shifts, students in the "NGSS"-aligned classroom explain phenomena or design solutions to problems by engaging in three-dimensional learning and, over time, develop deeper understanding in their learning progressions. The purpose of the article is twofold: (1) to offer guidance on how teachers can select and use local phenomena to develop "NGSS"-aligned instructional materials with diverse student groups; and (2) to illustrate the implementation of a local phenomenon with diverse student groups in fifth-grade science classrooms in an urban school district. The article highlights how local phenomena compel students from diverse backgrounds to engage in three-dimensional learning and build their science understanding coherently over a sustained period of instruction. As a result, teachers who select and use local phenomena that are real and relevant to their diverse student groups advance the goal of "all standards, all students." (ERIC). |
Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |