Literaturnachweis - Detailanzeige
Autor/inn/en | Nunez-Eddy, Emily; Wang, Xue; Chen, Ying-Chih |
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Titel | Engaging in Argumentation |
Quelle | In: Science and Children, 56 (2018) 2, S.51-59 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8148 |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Science Instruction; Persuasive Discourse; Elementary School Science; Grade 1; English Language Learners; Scientific Concepts; Academically Gifted; Teaching Methods; Concept Formation; Animals Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Animal; Tier; Tiere |
Abstract | This article seeks to provide educators with strategies and activities that can be integrated within the 5E model (Bybee 1997) and demonstrate how argumentation can be assimilated into elementary classrooms to teach science concepts. In this lesson exemplar, 25 students in a first-grade English Language Development classroom (all of whom were English Language Learners) were learning about animals and natural habitats. The focus of this lesson was to use scientific argumentation skills to make claims about the relationship between the characteristics of environments and the animals that live there. Because this class contained quite a few students in gifted education, a second-grade standard was chosen to facilitate differentiation and meet the needs of more advanced learners. (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 |