Preparing a Concept-Based Lesson from a Design Perspective: Facilitating Students' Understanding through Metacognitive Strategies

Autor/inn/en	Yang, Wenyuan; Liu, Enshan; Li, Xintao; Liu, Cheng
Titel	Preparing a Concept-Based Lesson from a Design Perspective: Facilitating Students' Understanding through Metacognitive Strategies
Quelle	In: American Biology Teacher, 81 (2019) 9, S.610-617 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Metacognition; Scientific Concepts; Concept Formation; Lesson Plans; Biology; Cognitive Development; High School Students; Genetics; Cytology; Teaching Methods; Instructional Design + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Concept learning; Begriffsbildung; Lesson planning; Unterrichtsplanung; Biologie; Kognitive Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Humangenetik; Zytologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	A lesson plan is a design problem for a teacher. The desired solution to this problem is to design an instructional process that can guide students in constructing an understanding of scientific concepts through their own thinking. This article demonstrates a practical approach to designing an effective lesson plan. The approach has five phases: listing the concepts in a lesson, proposing questions that can be answered by each concept, sequencing the questions according to the logic of student cognitive development, selecting resources and designing tasks to create learning situations, and applying knowledge to scientific research and real life. A meiosis lesson from a high school biology course serves as an example for understanding the solutions to problems that may arise in each phase. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01