Lose the Recipe

Autor/inn/en	Owens, Theresa A.; Martin, Chanda
Titel	Lose the Recipe
Quelle	In: Science and Children, 48 (2011) 7, S.40-43 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Plants (Botany); Grade 1; Elementary School Science; Constructivism (Learning); Inquiry; Evaluation Methods; Learner Engagement; Observation; Outdoor Education; Laboratories; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Pflanze; School year 01; 1. Schuljahr; Schuljahr 01; Beobachtung; Freiluftunterricht; Laboratory; Laboratorium; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	When learning about plants, elementary students are typically given set directions on how to plant seeds and make their plants grow. To enable their class of first-grade students to build their own knowledge and encourage constructivism, the authors decided to take this set of prescribe activities and make them more inquiry-based. In traditional "cookbook" experiments, students are told the outcome of an experiment and are expected to follow directions that do little more than confirm the outcome. Inquiry science ranges from limited inquiry, in which teachers provide much of the direction, to open inquiry in which students design experiments around their own questions. In this case, the goal was to meet the standards regarding the needs and life cycles of plants. The authors used limited inquiry when planting the seeds because they wanted to be sure all students had plants, but once the seeds had germinated, they used less structured inquiry to allow students to take control of the plants' growth by determining factors such as how much sunlight, water, and space they would provide. This lesson was taught over the course of several weeks, one day per week for about an hour each day; it could be broken down into smaller increments if necessary. In addition, extensions and some assessments were done on different days. The class learned not only about the needs of plants, but also how variables work. Students were able to construct their own knowledge and were engaged throughout. As a result, they learned more. (Contains 1 figure.) (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	2017/4/10