Using Models to Understand Sea Level Rise

Autor/inn/en	Barth-Cohen, Lauren; Medina, Edwing
Titel	Using Models to Understand Sea Level Rise
Quelle	In: Science Teacher, 84 (2017) 7, S.53-57 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Models; Science Process Skills; Science Education; Oceanography; Teaching Methods; Secondary School Teachers; Physical Sciences; Science Teachers; Climate; Units of Study; Science Instruction; Academic Standards + Suchen Sie Ihr Suchwort? Analogiemodell; Naturwissenschaftliche Bildung; Ozeanografie; Teaching method; Lehrmethode; Unterrichtsmethode; Natural sciences; Naturwissenschaften; Naturwissenschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klima; Lerneinheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Important science phenomena--such as atomic structure, evolution, and climate change--are often hard to observe directly. That's why an important scientific practice is to use scientific models to represent one's current understanding of a system. Using models has been included as an essential science and engineering practice in the "Next Generation Science Standards" (NGSS Lead States 2013). This article describes an instructional unit that uses an iterative process of generating, critiquing, and revising complex scientific models that address sea level rise. (ERIC).
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	2020/1/01