Literaturnachweis - Detailanzeige
| Autor/in | Brown, Patrick |
|---|---|
| Titel | Gliding into Understanding |
| Quelle | In: Science and Children, 52 (2014) 4, S.32-37 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8148 |
| Schlagwörter | Science Instruction; Scientific Principles; Hands on Science; Physics; Motion; Elementary School Science; Grade 3; Models; Teaching Methods; Scientific Concepts; Knowledge Level; Concept Formation; Learning Activities |
| Abstract | A rich science learning experience not only captures students' attention but also motivates them to investigate and solve problems and investigate how scientists carry out their work. This article describes how secondary science coordinator Patrick Brown's found success teaching students the nature of science by engaging them in tried-and-true investigation of paper airplanes (Silvis 2010). The paper airplane investigation relates to students' personal experiences and interests and cultivates enthusiasm by allowing students to develop ideas about forces, motion, and interactions, supporting "NGSS" standard 3-PS2 Motion and Stability: Forces and Interactions (NGSS Lead States 2013). This focus on a third-grade disciplinary core idea and performance expectation was based on preassessments of student knowledge. The students held incomplete views of the forces acting on objects in motion. As a strategy for heightening interest and engagement, teachers can use the 5E instructional model (engage, explore, explain, elaborate, and evaluate). The 5E model is beneficial for students because it highlights the importance of exploratory opportunities before explanations (Bybee 1997). Students that master this content can "Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object" (3-PS2-1). As students progress through activities, they use the eight "NGSS" scientific and engineering practices, especially Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Engaging in Argument From Evidence, and the crosscutting concept Patterns (NGSS Lead States 2013). Finally, the lesson includes many chances to bridge "Common Core State Standards" ("CCSS") for Literacy and Mathematical Practices (NGAC and CCSSO 2010) with science content. As a result of the combined 5E and "NGSS" focus on the paper airplane activity, students developed deeper conceptual understanding and a greater ability to perform controlled science experiments for the remainder of the school year. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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