The Effects of an Inquiry-Based Computer-Simulated Lesson in Physics ab 79 € als Taschenbuch: The effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking in a physics lesson. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik,
The Zondervan Biblical and Theological Lectures series provides a unique audio learning experience. Unlike a traditional audiobook's direct narration of a book's text, Introduction to Christianity and Science: Audio Lectures includes high-quality live recordings of college-level lectures that cover the important points from each subject as well as relevant material from other sources. The Introduction to Christianity and Science: Audio Lectures offers a thorough introduction to the intersection between science and Christian belief. How does Christian theology relate to scientific inquiry? What are the competing philosophies of science, and do they "work" with a Christian faith based on the Bible?This lecture set synthesizes the insights of over 140 international contributors. Each lesson in the Introduction to Christianity and Science: Audio Lectures, presented by scholars Paul Copan, Tremper Longman III, Christopher L. Reese, and Michael G. Strauss, includes reliable summaries and critical analyses of relevant concepts, theories, terms, movements, individuals, and debates. The toughest questions about faith and science, from Adam and Eve to the age of the Earth, miracles, and evolution, are explored, along with concepts such as string theory and multiverse. 1. Language: English. Narrator: Paul Copan, Tremper Longman III, Christopher L. Reese, Michael G. Strauss. Audio sample: http://samples.audible.de/bk/zond/002918/bk_zond_002918_sample.mp3. Digital audiobook in aax.
The Effects of an Inquiry-Based Computer-Simulated Lesson in Physics ab 79 EURO The effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking in a physics lesson
The unit guides developed by the author is provided as examples of how an inquiry - based on science curriculum might be implemented in kindergarten classrooms. I offer project for teaching life cycle of silkworm to kindergarten children according to the program based on observation of life cycle silkworm, the examples used in this project are meant guides that teachers can modify, adapt, and extend to suit their needs and those of their children. The life cycle of silkworm is 62 days approximately. This silkworm is especially well suited for classroom study. It is small and brightly colored, will accept one kind of food. Is found worldwide, and undergoes complete metamorphosis in a relatively short time. The main objective of the unit is to introduce young children to the concept of life cycles by using one organism as example children also learn scientific vocabulary. The first eight lessons focus on caterpillar and cocoon stages of the silkworm. Children begin their study of these two stages by sharing their prior knowledge of caterpillars and then as, a pre -assessment exercise, they draw what they think a caterpillar looks like. In lesson 2, they learn about caterpillars'
The idea for this project came after the passing of the US Educational Policy No Child Left Behind (NCLB) and a desire to determine what actually influences teachers' decisions in the mathematics classroom. Is it high-stakes policies such as NCLB? Is it what actually happens during the lesson? Do student conversations, solutions, and misconceptions determine what the next step is, or are teachers just turning the page to see what tomorrow's lesson looks like and implementing that? The study was designed to also uncover other possible influences teachers felt pressured by in order to take what happens in a lesson one day and transfer it to the next day's lesson. The focus on 18 teachers, all using inquiry-based mathematics programs in upper elementary schools (Grade 4 in the United States), gives insight into how important professional development is, especially when programs are brought into schools. Supporting teacher development with the program, building ongoing support, and allowing teachers the chance to work together provided a very different experience for students than what happened without these steps in place. Completing this research changed the way I teach!
The book describes how to design a computer-based simulation lesson employing currently available Personal Computer and internet software and investigate its effects in learning situations. The heart of the lesson was the utilitarian Gas Law Simulation program that was incorporated into a hypertext interface display with active links to related notes and worksheets. The simulated lesson allowed students to see the relationships between the variables in graphical forms when a selected independent variable was manipulated and all the corresponding values were keyed into the Excel table. The field testing was conducted using a 3 x 2 factorial design, employing three modes of cooperative learning, namely, heterogeneous-ability cooperative learning group, friendship-based cooperative learning group, and traditional group work group. The sample consisted of 301 16-year-old science students. The findings showed that the inquiry-based computer simulation program was effective in enhancing scientific reasoning and conceptual understanding of students of all reasoning abilities but for maximum effectiveness cooperative learning groups should be composed of students of heterogeneous abilities
Although many social studies education experts recommend the use of resource documents as part of history education, many social studies teachers are reluctant to utilize historical resources. One reason is the belief that students, especially those with poor reading skills, will have difficulty reading and understanding the resources. When teachers do not regularly include the use of resource documents in their history classes, students are unable to develop first-hand knowledge of the past and instructional methods such as inquiry become difficult to successfully implement. This study examines the ways students with various reading skill levels utilize historical resource documents that contained embedded hyperlinks to provide several types of scaffolding. Students read three resource documents that included hyperlinked scaffolding. Many of the findings suggest that students utilize these texts in ways that are similar to the ways they utilize print text. The data suggests that the use of the hyperlinked scaffolding was successful and assisted the students in utilizing the documents as part of a problem-based inquiry lesson.
Turn every field trip into a high-quality learning experience! What youngster isn't excited at the prospect of taking a field trip? Enthusiastic students present teachers with the ideal scenario for creating meaningful out-of-the-classroom encounters and giving students the building blocks to help them become active participants in their own educational process. This resource helps educators take full advantage of off-site educational opportunities by developing lessons that connect informal learning with content standards. Based on constructivist philosophy and inquiry-based learning, the book provides numerous sample lesson plans and technology tips, and includes: &#8226; Learner-centered activities for language arts, math, science, social studies, and fine art &#8226; Ways to support English Language Learners and special education students &#8226; Guidelines for developing corresponding classroom activities &#8226; Strategies for building partnerships with informal learning sites &#8226; Methods for bringing museum-type activities into the classroom when a trip is not possible Field trips turn the whole world into a classroom. Informal Learning and Field Trips helps enrich students' lives as they explore the world outside the school grounds and gives teachers a prime opportunity to revitalize the learning experience.
'What do secondary school English teachers need to know in order to teach effectively? With so much contradictory information and advice available, a beginning (or veteran) teacher can be pulled in many directions simultaneously. This volume provides a coherent knowledge base for the teaching of English, one grounded in assumptions of constructivist learning, inductive in conception, based in activity, collaborative in design, and driven by student inquiry. This book should have tremendous value for any English teacher looking for both a theoretical framework to motivate instruction and practical ideas through which to realize it with kids.'--Peter Smagorinsky, PhD, Department of Language and Literacy Education, University of Georgia 'Pedagogical content knowledge, or knowing how to teach students to read, compose, problem-solve, and learn like experts, is unquestionably the centerpiece of expert teaching. McCann and Knapp have achieved something monumental and unprecedented by describing what this kind of knowledge might look like in each of the language arts. This book will surely be a touchstone of conversation and an informing guide for teachers, staff developers, and teacher educators for years to come.'--Jeffrey D. Wilhelm, PhD, Distinguished Professor of English Education, Boise State University 'Teaching on Solid Ground provides great swaths of history, perspective, and good ideas for high school and middle school English teachers, from two veterans with many decades of experience between them. The book focuses on what teachers should know about literature, writing, oral discourse, and language. It identifies key goals and offers lesson-planning suggestions and fascinating case studies that are attuned to the contemporary English classroom.'--Ken Lindblom, PhD, Department of English, Stony Brook University 'An audacious project. McCann and Knapp take on the huge question of what teachers of English language arts need to know in order to be effective practitioners. I don&#8217;t agree with everything the authors have written, but that&#8217;s not the point--indeed, they don't always agree with each other! The book made me think hard about what knowledge matters most. It is sure to provoke important professional conversations among both inservice and preservice teachers about what stands at the heart of their important work.'--Michael W. Smith, PhD, Associate Dean for Graduate Programs and Faculty Affairs, College of Education, Temple University