Attending and Responding to Student Thinking in Science

Autor/inn/en	Levin, Daniel M.; Grant, Terrence; Hammer, David
Titel	Attending and Responding to Student Thinking in Science
Quelle	In: American Biology Teacher, 74 (2012) 3, S.158-162 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
DOI	10.1525/abt.2012.74.3.6
Schlagwörter	Biology; Science Instruction; Secondary School Science; Discussion (Teaching Technique); Inquiry; Learning; Case Studies; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernen; Case study; Fallstudie; Case Study; Unterrichtserfolg
Abstract	We present a class discussion that took place in the second author's high school biology class. Working from video data that we transcribed, studied, and analyzed closely, we recount how the question "Is air matter?" posed at the beginning of a unit on photosynthesis led to student-driven inquiry and learning. This case study illustrates what we argue is important in effective science teaching and learning: attending and responding to the substance of student thinking. We use it to articulate two reasons for attentive and responsive teaching: to help students understand science concepts, and to help students learn how to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10