Scientific Notation Watercolor

Autor/inn/en	Linford, Kyle; Oltman, Kathleen; Daisey, Peggy
Titel	Scientific Notation Watercolor
Quelle	(2016) PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Visual Literacy; Interdisciplinary Approach; Middle School Students; Mathematics Instruction; Sciences; Coding; Skill Development; Preservice Teachers; Mathematics Teachers; Cooperating Teachers; Teaching Methods; Art Products; Concept Formation; Scientific Concepts; Art Activities; Measurement; Mathematical Concepts; Learner Engagement + Suchen Sie Ihr Suchwort? Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Science; Wissenschaft; Codierung; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Künstlerische Produktion; Concept learning; Begriffsbildung; Künstlerische Tätigkeit; Messverfahren
Abstract	(Purpose) The purpose of this paper is to describe visual literacy, an adapted version of Visual Thinking Strategy (VTS), and an art-integrated middle school mathematics lesson about scientific notation. The intent of this lesson was to provide students with a real life use of scientific notation and exponents, and to motivate them to apply their skills through their imagination and wonder about Nebulas. A mathematics preservice teacher and middle school mathematics cooperating teachers' thoughts about the value of this art-integrated lesson to enhance students' understanding of the scientific notation are described. (Methodology) An example of a middle school VTS, art-integrated lesson is described. Students were first shown images of water color Nebula and asked questions on different levels of thought. The discussion is a connected to an explanation of the use of the scientific notation to describe huge (and tiny) objects. Students were reminded how to use the scientific notation as well as exponents. Students were then asked to watercolor a Nebula and to measure it using exponents and scientific notation. (Results) The benefits of this lesson were both mathematical and artistic. The lesson gave students a visual example of the need for scientific notation, motivated them to apply this skill, and validated why they were learning this topic. The students also received instruction about and practice watercoloring. (Conclusions) Previously students struggled with this mathematical concept according to Author 2 (a middle school mathematics teacher), but by combining mathematics, science, and art, students were more interested and engaged to spend time and effort to master it. (Recommendations) Middle school teachers are encouraged to take advantage of the synergy possible through art-integrated lessons. (Additional data) (Contains 27 references and 7 figures). (As Provided).
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01