scholarly journals Recognition of Teachers and Students on Elementary Science Camp Program

2012 ◽  
Vol 6 (2) ◽  
pp. 116-123 ◽  
Author(s):  
오난희 ◽  
조대영 ◽  
HONG Young-Sik ◽  
김지연
Keyword(s):  
Elementary Science ◽  
Science Camp ◽  
Teachers And Students

scholarly journals Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning

2019 ◽  
Vol 29 (1) ◽  
pp. 53-64
Author(s):  
Kevin P Waterman ◽  
Lynn Goldsmith ◽  
Marian Pasquale
Keyword(s):  
Computer Science ◽  
Elementary Science ◽  
Teacher Educators ◽  
Mathematics Curriculum ◽  
Science Curriculum ◽  
Data Gathering ◽  
Computational Thinking ◽  
State Level ◽  
Teachers And Students ◽  
And Mathematics

AbstractUsing an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to include activities that more explicitly develop students’ CT. We discuss students’ understanding of the relationship between a simple model of an ecosystem and the actual phenomenon it represents, their engagement with the unit’s data-gathering and data analysis activities, their ability to engage in sense-making regarding data they generated and analyzed, and how collectively the study supports their understanding of the complex system. This example module is part of “Broadening Participation of Elementary School Teachers and Students in Computer Science through STEM Integration and Statewide Collaboration,” a National Science Foundation-funded collaboration among Massachusetts teacher educators, researchers, teachers, and state-level education administrators that developed and implemented a number of elementary grade, CT-integrated science and mathematics curriculum modules. Collectively, these modules are designed to develop practices related to several key CT topics: abstraction, data, modeling and simulation, and algorithms. These CT topics support the development of core skills related to, but not exclusively the domain of, computer science. The strategy of integrating CT into core elementary STEM subject areas was intended to cultivate CT practices in support of science learning.

Twenty-four, Forty-two, and I Love You: Keeping It Complex

1991 ◽  
Vol 61 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Eleanor Duckworth
Keyword(s):  
Curriculum Development ◽  
Elementary Science ◽  
Learning Experiences ◽  
Development Program ◽  
Science Study ◽  
Clinical Interviewing ◽  
Teachers And Students

In this article, Eleanor Duckworth focuses on the nature of understanding by leading the reader through the process of extended clinical interviewing. Duckworth describes some of her own explorations of science and how those experiences showed her what learning could be like. Those experiences included working with "a highly imaginative bunch of scientists and teachers of science" while developing the Elementary Science Study, a curriculum development program. As she describes it, Duckworth "got hooked" on the excitement of learning and has been an educator ever since, working to develop engaging learning experiences for both teachers and students. This article continues her effort to do just that, with lengthy descriptions of her own and her students' struggles — and enjoyment — as they attempt to understand and define various phenomena. And with that, she opens the discussion of "keeping it complex.

Encountering Hate Online: Information for Teachers and Students

2012 ◽  
Author(s):  
Linda M. Woolf ◽  
Michael R. Hulsizer ◽  
Danielle Maccartney
Keyword(s):  
Online Information ◽  
Teachers And Students
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