"How Can I Build a Model if I Don't Know the Answer to the Question?": Developing Student and Teacher Sky Scientist Ontologies through Making

Autor/inn/en	Becker, Sandra; Jacobsen, Michele
Titel	"How Can I Build a Model if I Don't Know the Answer to the Question?": Developing Student and Teacher Sky Scientist Ontologies through Making
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019), S.31-48 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-09953-8
Schlagwörter	Foreign Countries; Elementary School Science; Elementary School Teachers; Grade 6; Instructional Design; Shared Resources and Services; Astronomy; Science Education; Outcomes of Education; Elementary School Students; Science Process Skills; Models; Inquiry; Problem Solving; Canada + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Lesson concept; Lessonplan; Unterrichtsentwurf; Gemeinwirtschaft; Astronomie; Naturwissenschaftliche Bildung; Lernleistung; Schulerfolg; Analogiemodell; Problemlösen; Kanada
Abstract	Makerspaces provide a viable option for constructing and sharing knowledge in schools. Inherent in the designing, tinkering, and playing that learners engage in through making are competencies, such as the ability to create, problem solve, and innovate, decreed as critical by education policymakers. This paper summarizes results from a study in a Canadian elementary school in which a researcher and a sixth grade teacher worked collaboratively to co-design, enact, and reflect on a makerspace project focused on sky science. Results with students showed higher engagement, deeper learning, and a way of being that extended beyond the study of one science topic. Results with the teacher demonstrated changes in pedagogical thinking about learning designs to enhance students' abilities to develop their own questions, to build models in attempts to answer those questions, and to embody the ontology of a scientist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01