Lessons of the Galápagos

Autor/in	DeFina, Anthony V.
Titel	Lessons of the Galápagos
Quelle	In: Science Teacher, 84 (2017) 2, S.40-47 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Education; Science Instruction; Science Process Skills; Evolution; Scientific Literacy; Misconceptions; Lesson Plans; Constructivism (Learning); Teaching Models; Teaching Methods; Inquiry; Role Playing; Wildlife; Scoring Rubrics; Academic Standards; Secondary Education; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Lesson planning; Unterrichtsplanung; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Scoring formulas; Auswertungsbogen; Sekundarbereich; Ausland
Abstract	To promote teaching science through inquiry, the author wanted to use his experience in the Galápagos to design a lesson that allows students to immerse themselves in the essential science and engineering practices identified in the "Next Generation Science Standards," as they ask questions; analyze and interpret data; engage in argument from evidence; and obtain, evaluate, and communicate information. Students may have preconceived ideas and sometimes misconceptions about evolution from their previous experiences, so a lesson plan must reflect the contemporary constructionist view of learning wherein students redefine, reorganize, expand, and change their initial concepts and views through classroom activities and experiences while interacting with other students and their environment. To satisfy these concerns, the author followed the 5E instructional model (Trowbridge, Bybee, and Powell 2000). This model describes a sequence of phases--engagement, exploration, explanation, elaboration, and evaluation--that align with both inquiry processes and constructivism. [This article is an updated version of an article published under the title "Investigating Island Evolution" in the February 2002 issue of "The Science Teacher." See EJ659938 for the original article.] (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	2020/1/01