Let's Get Charged Up

Autor/inn/en	Duran, Emilio; Worch, Eric; Boros, Amy; Keeley, Page
Titel	Let's Get Charged Up
Quelle	In: Science and Children, 55 (2017) 4, S.39-44 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Models; Biology; Science Curriculum; Formative Evaluation; Individualized Instruction; Grade 4; Elementary School Science; Scientific Concepts; Misconceptions; Equipment; Energy; Hands on Science; Ohio + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Biologie; Individualisierender Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Missverständnis; Energie
Abstract	One of the most powerful strategies to support next generation science instruction is the use of instructional models. The Biological Sciences Curriculum Study 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional model is arguably the most widely used version of a learning cycle in today's classrooms. The use of the 5Es as an optimal strategy for effective science teaching that promotes conceptual understanding has been well documented in the literature. The model is constantly being refined as new research emerges to support its effectiveness. For example, one modification of the model inserted a new phase, Express, after the Explain phase to formatively assess and ensure that all the students are progressing adequately through the early stages of the learning cycle (Duran et al. 2011). This new 6E model seamlessly incorporates the use of formative assessment probes from the Uncovering Student Ideas in Science series published by NSTA Press (see Internet Resource). Furthermore, this revised cycle provides for differentiated instructional experiences that enable all learners to meet the learning targets addressed in a particular lesson. This article describes a fourth-grade 6E lesson that incorporates multiple formative assessment probes to uncover students' ideas about electrical circuits and uses the information to make decisions about next steps for differentiating instruction. The probes are especially useful in uncovering conceptual misunderstandings that students often bring into the classroom. The lesson was taught over two 42-minute class periods in a departmentalized science classroom in a suburban school in Perrysburg, Ohio, a suburb of Toledo, Ohio. The students in the class were of mixed academic abilities and were asked to work individually on the tasks so as to better assess their own understanding of electrical circuits. This lesson helps students develop understanding about the transfer of energy, energy conversion, and interactions of matter and energy--all important disciplinary core ideas in the "Next Generation Science Standards." The authors begin by building an understanding of the flow of electricity through a complete circuit. (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