Modifying Scientific Research into Introductory Science Course Lessons Using a 5E Lesson Format: An Active Learning Approach

Autor/inn/en	Idsardi, Robert; Hahn, Daniel A.; Bokor, Julie R.; Luft, Julie A.
Titel	Modifying Scientific Research into Introductory Science Course Lessons Using a 5E Lesson Format: An Active Learning Approach
Quelle	In: Journal of College Science Teaching, 48 (2019) 5, S.14-21 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Scientific Research; Science Instruction; Introductory Courses; Active Learning; Learner Engagement; College Science; Undergraduate Students; Biology; Climate; Teaching Methods; Science Teachers; College Faculty; Scientific Concepts; STEM Education; Scientific Principles; Lesson Plans + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Aktives Lernen; Biologie; Klima; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; STEM; Lesson planning; Unterrichtsplanung
Abstract	Science faculty are being asked to create active learning experiences that engage students in core concepts and science practices. This article describes an approach to developing active learning lessons from authentic science research projects using the 5E lesson format. Included is a description of the 5Es and a template for creating a 5E lesson. A description of the authors' scientific research and the resulting 5E lesson for an introductory biology course are provided as an example of this approach. In the lesson described, students collected, analyzed, and interpreted data to construct explanations about the potential for evolution to occur in response to climate change. This approach supported students in learning core concepts and science practices and allowed the instructors to implement an active learning environment based on national science reforms. The results of this exploratory study and the rich descriptions of the lesson design should be used to raise awareness of one active-learning approach. Scientists can consider using this approach in their own teaching, and science education researchers can consider this approach in future comparative studies across various active-learning approaches. (As Provided).
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