What We Know about Science Teaching and Learning - download pdf or read online

February 2, 2018 | Weather | By admin | 0 Comments

By Nancy Kober

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Extra resources for What We Know about Science Teaching and Learning

Sample text

A typical science course introduces as many new vocabulary words as a typical foreign language course. Although the sequences in which children learn are intricate and unpredictable, researchers know that for students to master key scientific concepts they must at some point advance into "abstract" thought. LEP children sometimes experience difficul­ ties moving to higher levels of abstraction without the support of language connections. As a result of these obstacles, many LEP students never catch up to their English-speaking classmates in science achievement.

At one end are exercises with solutions - such as how to balance items on a scale. At the other are problems to which no one has the answer, such as how to create conditions in which cold fusion will transpire. Problems typically assigned in science class­ rooms, such as blackboard demonstrations and end-of-chapter exercises, fall at the low end of the continuum. The type of problem solving recommended in research more closely parallels the processes and habits of mind that scientists use, including logical reasoning, questioning, analysis, and hypothesizing.

Simply putting children together to do a task meant for one child is not cooperative learning. 40 Effective cooperative learning requires a spacious room with flexible seating. · It also requires additional training because not all teachers know how to execute it. Not all researchers are convinced of the benefits of cooperative learning. Some contend that in certain situations no student has expertise to contribute and, in others, group interactions can reinforce stereotypes or make some students feel like failures.

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What We Know about Science Teaching and Learning by Nancy Kober


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