Concept-Based Learning

Autor/inn/en	Schill, Bethany; Howell, Linda
Titel	Concept-Based Learning
Quelle	In: Science and Children, 48 (2011) 6, S.40-45 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Ecology; Grade 6; Teaching Methods; Problem Based Learning; Observation; Inferences; Concept Formation; Concept Teaching; Scientific Concepts; Science Education; Curriculum Development; Outdoor Education + Suchen Sie Ihr Suchwort? Ökologie; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Beobachtung; Inference; Inferenz; Concept learning; Begriffsbildung; Naturwissenschaftliche Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Freiluftunterricht
Abstract	A major part of developing concept-based instruction is the use of an overarching idea to provide a conceptual lens through which students view the content of a particular subject. By using a conceptual lens to focus learning, students think at a much deeper level about the content and its facts (Erickson 2007). Therefore, the authors collaborated on an ecology unit with sixth graders that incorporated concept-based instruction into a problem-based activity. This article describes the steps they took to develop their concept-based unit. It also explains how students used their scientific skills of observing and inferring to explore and address an aerator problem in a pond ecosystem. (Contains 5 figures and 3 online resources.) (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	2017/4/10