Using Children’s Nonfiction Trade Books to Address Scientific Misconceptions
作者: Stephanie WendtAmber SpearsPerihan Fidan
刊名: The International Journal of Interdisciplinary Educational Studies, 2018, Vol.12 (3), pp.31-43
来源数据库: Common Ground Research Networks
DOI: 10.18848/2327-011X/CGP/v12i03/31-43
关键词: Scientific ArgumentationMisconceptionsInquiry-based LearningNonfiction
原始语种摘要: Accurate teaching of scientific concepts should be taught at an early age. However, explicit science instruction is often neglected in elementary school. Because it is difficult to correct scientific misconceptions in young children, teachers may shy away from teaching concepts that require abstract, higher-order thinking skills. Alternatively, some teachers may feel they lack the content knowledge to accurately teach the scientific concepts. State mandates and related research assert that high-quality, above-level picture books should be used to build students’ interest in and engagement with scientific concepts. Through interactive read alouds, stimulating student-to-teacher conversations, and rich and engaging educational experiences, authentic scientific learning will take place. This...
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  • teaching 教学
  • constructivist 构造论者
  • kindergarten 幼儿园
  • comprehension 理解力
  • authentic 可靠
  • argue 证明
  • reading 读出
  • scientific 科学
  • student 大学生
  • correct 修正