Thu Sep 27, 2018 6:42 PM
Science and technology: A great combination.
Dorothy Valcarcel Craig wrote an article called Science and Technology: A Great Combination where she talks about that connecting the science classroom with the Internet is a great way to teach elementary school students. This article states several steps of how to combine science with technology effectively. The first step is to ask students preparing for their research, in which students are divided into different groups and each group should choose a topic from “topic banks”. Then they are asked to design “concept maps” around their topic and make the decision about what kind of resources should they look for to solve confused questions about the topic. After getting ready for the researching step, students should start search related information online in a limited time.
And teachers need to assist students in this process, for example, they can provide students help with some simple internet navigation skills to make them more able to sort and organize information. Also, giving students rubric as a guidance on completing their tasks is important. Not only can teachers give the comprehensive evaluation, but also students can get effective feedback. In addition, giving students opportunities to use technology to show their creative presentations would be helpful to build their deeper understanding of the combination of science and technology. As a future educator, this journal article would be extremely helpful for me to teach science to my students I would like to use the steps above such as “Student Research”, “Going Online”, “Evaluation”, and “Creative Presentations” to teach my students how to combine science and technology to learning science concepts effectively. Also, I believe that technology can help students learn most successfully by providing them with a big range of choices and supports.
Thu Sep 27, 2018 6:41 PM
Janice Novakowski wrote an article called Classifying Classification where she talks about the experiences that help first-grade students build a deeper understanding of how to categorize things. This article states that an evolving project is important for learning classification, in which students are asked to collect fall leaves and complete matching or sorting tasks. Then the students can have enough opportunity to recognize and identify that different leaves have their peculiar features in color, size, and shape. After using these peculiar features to classifying leaves, students can be divided into groups to discuss what they learned or what experience they gained in the process of observing and sorting fall leaves. And the teachers would find ways to test two or three performance tasks with students each term. Listening and making comments to students’ answers when they are involving in the task or discussion activities would be a helpful assessment process. Also, the comments, questions, and connections made my students can be recorded for further reference and guidance on planning appropriate tasks over the school year. Only in this way can students be effectively engaged in classification activities.
As a future early childhood educator, this journal article would be extremely helpful for me to teach science to my students. I believe that we can ask students to complete evolving projects which can involve them in matching, sorting, categorizing, and interpreting tasks to develop their classification ability. And teachers should fully understand the process of classification themselves to make the most effective instructional decisions. Providing appropriate science content according to different grade levels can also help students build a deeper understanding of how to categorize things
Thu Sep 27, 2018 6:40 PM
Editor's note: Meeting the challenges of communic
This article is mainly talked about how to meet the challenges of communicating science.
Speaking, reading, and writing are essential communicating tools in science class. The author of this article stated that some of her colleagues would face difficulties when attempting to successfully integrate writing into their science lessons. And students who have limited science vocabulary and even less skill in creating data-driven communication tools cannot develop their writing skill well. According to this article, writing with a purpose and communicating findings to their audience are important for developing students’ understanding of science. Students who are struggling with literacy skills may have a negative attitude towards science. So the teachers need to find material that provides the appropriate vocabulary in an understandable context to help students learn science. The textual material also should include diagrams, graphs, tables, charts, symbols, and maps to make students be able to interpret visuals. Only by exploring the appropriate science context can students learn working vocabulary that allows them to communicate the results of their work with a scientific perspective and voice.
And although some obstacles may appear when students try to use speaking, reading and writing in their science class, communicating is important for students to improve their scientifically literate. As a future early childhood educator, this journal article would be extremely helpful for me to teach the science class. In my future class, I would like to find material that provides the appropriate vocabulary in an understandable context to develop students’ understanding of science. Then they are more likely to learn working vocabulary to help them communicate the results of their work with a scientific perspective and voice.