Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Language Arts in the Science Curriculum. |
| Quelle | (2000), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Content Area Reading; Content Area Writing; Elementary Education; Language Arts; Learning Strategies; Models; Photographs; Science Curriculum; Science Education; Word Recognition |
| Abstract | Language arts experiences integrate well with quality science lessons and units of study. For example, there are many opportunities for listening, speaking, reading, and writing activities in science. Ideas gleaned in science need to be communicated in diverse ways involving one or more senders and receivers of messages. Students may read about performing a science experiment from a reference source. They might also read background information prior to experimentation so that the learning opportunity is more meaningful and interesting. The various word recognition skills are essential for students to acquire as tools to reading. There are a variety of science reading sources which include the following: encyclopedia sections, library books, CD-ROM materials, content in software, textbooks, and information from sources used to obtain subject matter for an oral or written report. Science experiments need to be written up with a format to include the problem, information gathered, statement of a testable hypothesis, and evaluation of the hypothesis based on relevant data. The making of models can be a hands-on activity in learning science content. Writing about the model can include a plan for developing the model, how the model differs from the real object, as well as related graphs, charts, and tables. Students can also become involved in developing posters to indicate achievement. Ideas from a conservation poster can be used for a photo essay. And both of these activities can lead to writing experiences in the science curriculum. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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