Decontextualizing Velocity and Acceleration in a Concrete (and Sweet) Eating Activity

Autor/inn/en	Janney, Benjamin A.; Sobotka, Alex J.; Kidd, Aaron E.
Titel	Decontextualizing Velocity and Acceleration in a Concrete (and Sweet) Eating Activity
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (2022) 5, S.202-209 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Janney, Benjamin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2022.2104785
Schlagwörter	Scientific Concepts; Physical Sciences; Motion; Experience; Familiarity; Barriers; Vocabulary; Physics; Teaching Methods; Science Instruction; Food; Learning Activities; Data Use; Graphs; Concept Formation; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Middle School Students + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Bewegungsablauf; Erfahrung; Wortschatz; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lebensmittel; Lernaktivität; Grafische Darstellung; Concept learning; Begriffsbildung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Despite holding wide-ranging experiences with constant velocity and non-zero acceleration, students wrestling with physical science concepts struggle to demarcate the two distinct characteristics of motion. In fact, this prior experience and loose familiarity with associated terminology often act as an obstacle toward a deep and robust understanding of the distinction between velocity and acceleration foundational to meaningful learning of force and motion. Age-appropriate, decontextualized instruction serves to bypass these barriers as it engages students in analogous experiences divorced from science vocabulary that provide a concrete link for later science instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01