From "Plants Don't Eat" to "Plants Are Producers"

Autor/inn/en	Gotwals, Amelia Wenk; Wright, Tanya
Titel	From "Plants Don't Eat" to "Plants Are Producers"
Quelle	In: Science and Children, 55 (2017) 3, S.44-50 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; Vocabulary Development; Jargon; Science Process Skills; Kindergarten; Plants (Botany); Animals; Environmental Education; Reading Aloud to Others; Food; Writing (Composition); Elementary School Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wortschatzarbeit; Pflanze; Animal; Tier; Tiere; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lebensmittel; Schreibübung
Abstract	There is always debate about when, where, and how to introduce students to vocabulary when teaching science. The authors argue that there is not necessarily a singular correct order or right time to introduce new vocabulary to students. Rather, what is important is that we support students in learning the language they need to engage in the practices of science. The ultimate goal is for students to use words as a tool to help explain phenomena. By integrating vocabulary into a series of activities that involve students in asking questions and considering driving questions, exploring scientific phenomena, reading about new information, writing down their new ideas, and discussing these ideas, students will become more prepared to use vocabulary in scientifically productive sense-making. (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