| Autor: |
Roemmele, Christopher, Smith, Steven, Nern, Sarah, Criswell, Brett, Holzer, Missy |
| Předmět: |
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| Zdroj: |
Science & Children; Nov/Dec2022, Vol. 60 Issue 2, p60-63, 4p |
| Abstrakt: |
The very word education means a drawing out and bringing forth of critical characteristics, and as such, learning science should involve teachers seeking to draw out and refine student understandings. Providing opportunities for students to reflect on what has happened during a demo is not only an effective method of assessment but has also been shown to improve student learning of the science content that is being demonstrated (Crouch et al. 2004). Demos serve many roles in the science learning process, including fostering student engagement, modeling concepts that may be difficult or impossible to observe in the classroom, providing assessment opportunities, and supporting storylines. We encourage teachers to widen their repertoire of science demos, especially ones when it is just you, the teacher, the materials, and your audience. [Extracted from the article] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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