Literaturnachweis - Detailanzeige
Autor/inn/en | Lacy, Sara J.; Tobin, Roger G.; Crissman, Sally; DeWater, Lezlie; Gray, Kara E.; Haddad, Nick; Hammerman, James K. L.; Seeley, Lane |
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Titel | Telling the Energy Story: Design and Results of a New Curriculum for Energy in Upper Elementary School |
Quelle | In: Science Education, 106 (2022) 1, S.27-56 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lacy, Sara J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8326 |
DOI | 10.1002/sce.21684 |
Schlagwörter | Science Instruction; Elementary School Science; Grade 4; Grade 5; Energy; Curriculum Development; Science Process Skills; Program Effectiveness; Scientific Concepts; Concept Formation; Hands on Science; Active Learning Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Energie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Concept learning; Begriffsbildung; Aktives Lernen |
Abstract | We describe the development, design, implementation, and preliminary classroom results of an innovative curriculum, "Focus on Energy," that supports learning about energy in Grades 4-5. The curriculum is grounded in the concepts of science as practice, model-based reasoning, and learning progressions, and builds on students' pre-existing ideas and resources. We illustrate how students gradually develop the ability to track energy forms, transfers, and transformations in increasingly complex scenarios. We present evidence, using a quasi-experimental design, that students who completed the curriculum were significantly more adept at these skills than students in comparable classrooms who experienced their districts' existing energy-related physical science curricula. Important features of the curriculum include: the careful selection of a limited set of concepts chosen to provide a sound foundation for future learning; a consistent conceptual framework (the Energy Tracking Lens) within which the students have agency to build and refine a model of energy; engaging hands-on activities that steadily build in complexity; accessible and versatile semi-quantitative representations that support reasoning and communication; individual, small-group and large-group meaning-making; and training and support for the teachers. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |