A Geometric Model to Teach Nature of Science, Science Practices, and Metacognition

Autor/inn/en	Nyman, Matthew; St. Clair, Tyler
Titel	A Geometric Model to Teach Nature of Science, Science Practices, and Metacognition
Quelle	In: Journal of College Science Teaching, 45 (2016) 5, (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Scientific Principles; Metacognition; Geometric Concepts; Science Instruction; Preservice Teachers; Science Teachers; Teacher Education; Teaching Methods; Science Curriculum + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elementare Geometrie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Using the science practice model in science classes for preservice teachers addresses three important aspects of science teacher preparation: teaching the nonlinear nature of scientific process, using scientific practices rather than the ambiguous term "inquiry-based," and emphasizing the process of metacognition as an important tool in teaching and learning. In this article the authors provide two examples of how the model can be used with preservice teachers. (As Provided).
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