Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students

Autor/in	Dolphin, Glenn
Titel	Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students
Quelle	In: Science & Education, 18 (2009) 3-4, S.425-441 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-007-9136-0
Schlagwörter	Units of Study; Plate Tectonics; Scientific Literacy; Grade 9; Science Education; Teaching Methods; Science Instruction; Curriculum Design; Curriculum Development; Science Curriculum; Earth Science; Science History; Models + Suchen Sie Ihr Suchwort? Lerneinheit; Plattentektonik; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Earth sciences; Geowissenschaften; History of science; Wissenschaftsgeschichte; Analogiemodell
Abstract	Current high school Earth Science curricula and textbooks organize scientific content into isolated "units" of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientific literacy. I have developed curriculum from a historical perspective that addresses two particular units of study in Earth Science ("geologic time" and "plate tectonics"). The curriculum traces the evolution of the theory of plate tectonics. It includes contextualized experiences for students such as telling stories, utilizing original historical texts, narratives, and essential questions, to name a few. All of the strategies are utilized with the goal of building understanding around a small set of common themes. Exploring the historical models in this way allows students to analyze the models, while looking for limitations and misconceptions. This methodology is used to encourage students to develop more scientifically accurate understandings about the way in which the world and the process of scientific discovery work. Observations of high student engagement during the utilization of this contextualized approach has demonstrated that a positive effect on student understanding is promising. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10