Of Water Troughs and the Sun: Developing Inquiry through Analogy

Autor/inn/en	Cowan, Kay W.; Cipriani, Sandra
Titel	Of Water Troughs and the Sun: Developing Inquiry through Analogy
Quelle	In: Young Children, 64 (2009) 6, S.62-67 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Science Process Skills; Prior Learning; Visual Literacy; Cognitive Processes; Teaching Methods; Inquiry; Young Children; Science Instruction; Freehand Drawing; Pattern Recognition; Multiple Intelligences; Relevance (Education); Thinking Skills; Observation; Hands on Science; Poetry; Tennessee + Suchen Sie Ihr Suchwort? Vorkenntnisse; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Drawing; Zeichnen; Mustererkennung; Intelligenz (Psy); Relevance; Relevanz; Denkfähigkeit; Beobachtung; Lyrik; Poesie
Abstract	Visual intelligence is a key element in the thought processes of the most capable and creative among individuals, and this intelligence is closely related to analogical thinking, a learner's ability to make connections between prior knowledge and newly presented information. This article describes an approach to teaching scientific inquiry at Eastside Elementary in Chattanooga, Tennessee, where each inquiry lesson begins with a drawing or other visual literacy connection. Drawing, by its very nature, encourages visualization, which in turn positions the learner to think metaphorically. What is novel about this approach is that the children are on a perpetual search for patterns. The lessons--drawn from a study carried out by the first author of this discussion (Cowan 2001) and from adaptations of lessons from "The Private Eye" (Ruef 1992)--lead children to recognize, describe, and extend simple repetitive patterns. Children collect data through their senses, paying particular attention to what they can see. As a part of each lesson, children look closely at objects or structures, search for repeating patterns, and guess or hypothesize about the nature of the objects, based on their prior knowledge and the observable patterns. This article also discusses how analogies form a foundation for scientific inquiry. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10