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然而,无论是发展的查询或建构主义理论在课堂上,除非事先了解,Sharp等人,可以实现。(2009,pg.51)为根本出发点,在科学教学中,确定。这方面的知识的启发,可以在许多方面实现。语言在儿童发展中的重要角色(布鲁纳,1983),讨论和仔细的询问可以让他们明确自己的想法而提供机会识别他们的理解误区的有效途径(littledyke,1998,第22页)。为探讨刺激的范围可以从一个“大问题”中所描述的longuski(2006),一个概念卡通[附录]或通过辩论PMI声明[附录]介绍。卡片分类活动让孩子们分享他们的想法,并使用该网格[附录C ]或画画使学生记录的反应和提供的现有理解水平的具体证据。 Loxley,et al。(2010皮克)解释说,孩子都会学习时的背景是熟悉的了。我在最近的科学课[附录D ]中研究了这一理论,在那里我用一个故事提出了一个科学概念。该策略被证明是特别有效的,在激发学生的想法和误解,并抓住了所有参与的儿童的兴趣。与课由于一个刺激呈现的学生(内勒和基奥2007)在视觉和听觉的媒介形式。学生自由地讨论他们的想法,并参与分享。他们的反应表明,他们正在利用他们的个人经验,形成有关科学的“问题”的漫画提出的想法[附录E ]。成人的作用是鼓励讨论,澄清反应,帮助低能力的学生记录他们的想法。仔细的提问促进了批判性思维,鼓励孩子们挑战他们的先入之见而不让他们感到失望。围绕着光探索的其他方面的好奇心受到了课程的启发,一些孩子提出了他们将来想探究的问题


However, neither the development of inquiry nor the constructivist theory in the classroom can be implemented unless prior knowledge, considered by Sharp, et al. (2009, pg.51) to be the fundamental starting point in the teaching of science, is ascertained. The elicitation of this knowledge can be achieved in many ways. With language playing such an important role in children’s development (Bruner, 1983), discussion and careful questioning can be effective ways of allowing them to clarify their own ideas while providing opportunities to identify misconceptions in their understanding (Littledyke, 1998, pg.22). The stimulus for the discussion can range from a ‘big question’ as described by Longuski (2006), the presentation of a Concept cartoon [Appendix A] or through debating a PMI statement [Appendix B]. Card sorting activities allow children to share their ideas, and using KWL grids [Appendix C] or drawing pictures enables pupils to record responses and provides concrete evidence of current levels of understanding.Loxley, et al. (2010, pg.10) explain that children will engage in learning when it is presented in contexts which are familiar. I investigated this theory during a recent science lesson [Appendix D] where I used a story to present a scientific concept. The strategy proved to be particularly effective in eliciting pupils’ ideas and misconceptions and captured the interest of all children involved. Pupils connected with the lesson due to the presentation of a stimulus (Naylor & Keogh, 2007) in the form of visual and auditory media. Pupils freely discussed their ideas and participated in sharing them. Their responses showed that they were using their personal experiences to form ideas about the scientific ‘problems’ presented by the cartoon [Appendix E]. The adult’s role in the lesson was to encourage discussion, clarify responses and assist lower ability pupils in recording their ideas. Careful questioning promoted critical thinking and encouraged the children to challenge their preconceptions without leading to them feeling disappointed. Curiosity surrounding other aspects of light exploration was stimulated by the lesson, with several children asking questions that they would like to investigate in the future

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