by: Judith Lederman, Selina Bartels, Norman Lederman, and Dionysius Gnanakkan
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Elementary
CCC1: Patterns Classifying Crosscutting Concepts ENCdl Hypothesizing Inquiry Literacy Observing Predicting Professional Learning Science and Engineering Practices Science as Inquiry Science Focus Science process skills SEP1: Asking Questions and Defining Problems SEP3: Planning and Carrying Out Investigations Teaching Strategies Three Dimensions of the Framework and/or NGSS
Type Journal ArticlePub Date 9/1/2014Stock # sc14_052_01_40Volume 052Issue 01
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Great Resource
Interesting. This article included ways to get younger students to think about science through observation, experience, knowledge and revision due to new evidence.
Nandzy Marcelin
Interesting read. The main principles were how to respond or acknowledge scientific knowledge.
NOS for Young Students
According to the authors…”The only way to ….develop scientifically literate citizens is to begin science instruction as early as possible.” The authors addressed three aspects of NOS in thi... See More
According to the authors…”The only way to ….develop scientifically literate citizens is to begin science instruction as early as possible.” The authors addressed three aspects of NOS in this article: 1) scientific knowledge is based on empirical evidence, 2) science is a way of knowing, and 3) scientific knowledge is open to revision based on new evidence. They use the Mystery Tube and other activities to accomplish their goal of imparting NOS to young students.
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