Making Everyday Phenomena Phenomenal

Autor/in	Lee, Okhee
Titel	Making Everyday Phenomena Phenomenal
Quelle	In: Science and Children, 58 (2020) 1, S.56-61 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Science Instruction; Grade 5; Elementary School Science; Urban Schools; Relevance (Education); Scientific Principles; Teaching Methods; Instructional Materials; Student Diversity; Student Projects; Social Problems; Sanitation; Science Activities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulprojekt; Social problem; Soziales Problem; Betriebshygiene
Abstract	A "Framework for K-12 Science Education and the Next Generation Science Standards" ("NGSS") are intended for all students, hence "all standards, all students" (NGSS Lead States 2013). To make this vision a reality, the "NGSS" highlight three key instructional shifts: (1) explain phenomena or design solutions to problems; (2) engage in three-dimensional learning; and (3) build learning progressions over time. Combining these three shifts, students in the "NGSS"-aligned classroom explain phenomena or design solutions to problems by engaging in three-dimensional learning and, over time, develop deeper understanding in their learning progressions. The purpose of the article is twofold: (1) to offer guidance on how teachers can select and use local phenomena to develop "NGSS"-aligned instructional materials with diverse student groups; and (2) to illustrate the implementation of a local phenomenon with diverse student groups in fifth-grade science classrooms in an urban school district. The article highlights how local phenomena compel students from diverse backgrounds to engage in three-dimensional learning and build their science understanding coherently over a sustained period of instruction. As a result, teachers who select and use local phenomena that are real and relevant to their diverse student groups advance the goal of "all standards, all students." (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01