Developing a Scope and Sequence in Science for High Ability Learners K-8. Developing Science Curriculum for High Ability Learners K-8. Draft.

Autor/inn/en	Sher, Beverly; und weitere
Institution	College of William and Mary, Williamsburg, VA. School of Education.
Titel	Developing a Scope and Sequence in Science for High Ability Learners K-8. Developing Science Curriculum for High Ability Learners K-8. Draft.
Quelle	(1992), (47 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academically Gifted; Critical Thinking; Curriculum Development; Elementary Education; Elementary School Science; Elementary School Students; Enrichment Activities; Metacognition; Models; Productive Thinking; Program Development; Science Education; Scientific Methodology; Student Educational Objectives; Teaching Methods; Technology + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Bereicherungsprogramm; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Produktives Denken; Programmplanung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Technologie
Abstract	This monograph describes the development of a scope and sequence model for science education specifically intended for use with gifted students in grades K-8. Introductory material notes the rationale and purpose of the model as well as its functions such as providing a scaffolding linking educational concepts with the technology of school curriculum. The three stages of the 21-month project are outlined. Instructional emphases of the curriculum are: (1) scientific habits of mind; (2) critical/productive thinking skills; and (3) metacognitive skills. Ways to further differentiate the curriculum are suggested, such as varying the level of the outcome and varying the sophistication of the content. Desired outcomes are grouped into generic concept outcomes and scientific process outcomes with associated assessment indicators. Specific outcomes are listed by approximate grade level for concepts; content applications (in biology, earth science, physical science); interdisciplinary applications (social systems, number systems, cities as systems, language, political systems, economic systems); the scientific process; problem-based learning; technology (computer, camera, and calculator skills); scientific habits of mind (stressing curiosity, creativity, objectivity, openness to new ideas, and skepticism); critical/productive thinking skills; and metacognitive strategies (planning, monitoring, assessing). Guidelines for using the model for unit development are also offered. (DB)
Anmerkungen	College of William and Mary, Center for Gifted Education, P.O. Box 8795, Williamsburg, VA 23187-8795 ($5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC