Reading, Science, and Hands On Learning.

Autor/in	Ediger, Marlow
Titel	Reading, Science, and Hands On Learning.
Quelle	(2002), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Classroom Techniques; Content Area Reading; Elementary Secondary Education; Hands on Science; Reading Comprehension; Reading Strategies; Science Activities; Science Instruction; Word Recognition + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Sinnerfassendes Lesen; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Worterkennung
Abstract	This paper discusses the different ways in which science can be taught, including reading of subject matter from a basal textbook and a hands-on approach in ongoing science lessons and units of study. The paper first points out that in 1996 the National Science Teachers Association came out with a set of standards for teachers to emphasize in teaching science and gives some examples for Grade 4. It next offers some strategies for teachers to use to help students in word recognition or silent reading of science content, such as use of context clues, phonics for the initial consonant of the unknown word, and common prefixes and common suffixes. The paper also recommends: the teacher writing new words on the chalkboard, discussion of relevant ideas read, peer teaching, cassette headphones to hear taped words; sequential peer reading, and a teacher aide reading subject matter aloud to students. It cites the following science skills and attitudes for students to achieve in the science curriculum: (1) ample opportunities to engage in experiments and demonstrations; (2) engagement in analytical thinking; (3) encouragement to do critical thinking; (4) development of scientific attitudes in ongoing science lessons; (5) a variety of resources should be used in data gathering; (6) ability to communicate science content effectively in oral and written communication; (7) listening skills for knowledge acquisition; (8) ability to classify knowledge; (9) development of curiosity; and (10) appreciation for the contributions of science and technology. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC