Crossing the Amazon by LEGO

Autor/inn/en	Edelen, Daniel; Bush, Sarah B.; Nickels, Megan
Titel	Crossing the Amazon by LEGO
Quelle	In: Science and Children, 56 (2019) 6, S.30-36 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Elementary School Students; Elementary School Science; Grade 3; Grade 4; Grade 5; Robotics; Problem Solving; Earth Science; Ecology; Science Teachers; STEM Education; Science Activities; Hands on Science; Toys; Educational Games; Computer Software + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Robotertechnik; Problemlösen; Earth sciences; Geowissenschaften; Ökologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Toy; Spielzeug; Educational game; Lernspiel
Abstract	Because students have often been conditioned as passive learners and receivers of knowledge, it can be difficult for them to persevere in solving authentic problems. Nevertheless, teachers must persist in preparing students as problem solvers and critical thinkers. In an urban inner-city neighborhood school in the southeast, students embarked on a unique adventure created to engage them as scientists and engineers on an interdisciplinary science, technology, engineering, and mathematics (STEM) adventure. In this article, the authors share how connections between the STEM disciplines can be meaningfully constructed for elementary students. In the inquiry, third-, fourth-, and fifth-grade students modeled, designed, evaluated, and tested Lego WeDo 2.0 robots as solutions to crossing a river in the Amazon Rainforest. The Amazon Rainforest River Task showcases an interdisciplinary integration in which each of the STEM disciplines were incorporated meaningfully. Furthermore, this inquiry highlights an authentic learning opportunity for students to collaborate as learners and problem solvers. Students were critically engaged in their learning as evident in their designs and through the rich conversations centered on the inquiry. (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