Integrating Crosscutting Concepts into Science Instruction

Autor/inn/en	Goggins, Marcelle; Haas, Alison; Grapin, Scott; Llosa, Lorena; Lee, Okhee
Titel	Integrating Crosscutting Concepts into Science Instruction
Quelle	In: Science and Children, 57 (2019) 2, S.56-61 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Scientific Concepts; Science Instruction; Teacher Attitudes; Science Teachers; Vignettes; Elementary School Science; Elementary School Students; Grade 5; Elementary School Teachers; Teaching Methods; Science Activities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While there is consensus in the science education community on the importance of crosscutting concepts (CCCs) for all students, teachers have been given limited guidance on how to integrate CCCs into science instruction. In this article, the authors propose that teachers view CCCs as resources that students use in their everyday lives to make sense of the world and bring to the science classroom to help make sense of phenomena. When CCCs are viewed as resources that students come to school with and not just as outcomes of instruction, teachers can capitalize and build on students' everyday experiences. This view of CCCs as resources is especially important for diverse student groups, who have been traditionally marginalized in science education and who may not see science as real or relevant to their lives or future careers. The authors provide classroom vignettes of how a teacher integrated two CCCs into science instruction: (1) patterns and (2) systems and system models. The context for the two vignettes is a physical science unit anchored in the local phenomenon of garbage. (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