Oh No, Henrietta Got Out!

Autor/inn/en	Lottero-Perdue, Pamela; Grabia, Kathryn; Sandifer, Cody
Titel	Oh No, Henrietta Got Out!
Quelle	In: Science and Children, 55 (2017) 4, S.46-53 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Elementary School Science; Engineering; Kindergarten; Teaching Methods; Science Instruction; Scientific Concepts; Motion; Oral Reading; Student Centered Learning; Robotics; Hands on Science; Maryland + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Maschinenbau; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bewegungsablauf; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Robotertechnik
Abstract	In a kindergarten classroom, exclamations like "Oh no!" may be causes for concern. However, when the students in Mrs. Grabia's classroom shouted "Oh no!" and "Uh oh!" during an engineering-infused 5E lesson, it meant that a persistent little robot had pushed its way out of the fences they had created. It also meant that students had an opportunity to learn by discussing the problem, recreating their fence, and gaining a deeper understanding of big ideas in kindergarten physics. In this article, the authors describe this engineering-infused lesson for kindergarten learners that follows a 5E format (Bybee 1997). The 70-minute lesson, which was aligned with the science and engineering practices, crosscutting concepts, and disciplinary core ideas within the "Next Generation Science Standards" (NGSS Lead States 2013), consisted of a read-aloud engagement, a student-centered physics investigation, an engineering design extension (Lottero-Perdue et al. 2015), and multiple evaluation measures. Prior to this lesson, students had learned how different strengths of pushes affect the motion of objects; for example, a stronger push on a hockey puck made it slide further. They also observed how the direction of an object can change when it collides with something else. (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