Making Sense of Sickle Cell Disease: Personal Reflections on the Development of a New "NGSS"-Aligned Genetics Unit

Autor/inn/en	Protopapa-Henkel, John; Bailey, Janelle M.
Titel	Making Sense of Sickle Cell Disease: Personal Reflections on the Development of a New "NGSS"-Aligned Genetics Unit
Quelle	In: Science Teacher, 89 (2021) 2, S.62-66 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Genetic Disorders; Science Instruction; Academic Standards; Inquiry; Program Development; Program Design; Student Participation; Reflection; Perspective Taking; Planning; High School Students; Secondary School Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Programmplanung; Programme design; Programmaufbau; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zukunftsperspektive; Ablaufplanung; Planungsprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The National Science Teaching Association (NSTA) and the "Next Generation Science Standards" ("NGSS") have attempted to make planning easier for teachers by creating a common resource bank, but there is no unit design process specifically created for science teachers in a project- and inquiry-based classroom. Without a common set of guiding principles of unit design, the ability for science teachers to create "NGSS"-aligned units on their own is a very daunting endeavor. This article provides a brief synopsis of the guiding principles of unit development, the planning guide that was created using these principles, and how the principles and planning guide supported the development of a new inquiry-driven unit. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01