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ERIC Number: EJ1063865
Record Type: Journal
Publication Date: 2014-Dec
Pages: 7
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0036-8555
Plants v. Pollutants
Razzouk, Rabieh; Dyehouse, Melissa; Santone, Adam; Carr, Ronald
Science Teacher, v81 n9 p43-49 Dec 2014
Teachers typically teach subjects separately, but integrated science, technology, engineering, and mathematics (STEM) curriculums that focus on real-world practices are gaining momentum (NAE and NRC 2009). Before release of the "Next Generation of Science Standards" ("NGSS") (NGSS Lead States 2013), 36 states already had a strong presence of engineering in their science or technology standards (Carr, Bennett, and Strobel 2012). Now, "NGSS" positions engineering design in science curricula and promotes its use across practices shared by science and engineering. Model-eliciting activities (MEAs) require students to develop models, apply "NGSS" science and engineering practices, and use an engineering design process commonly found in K-12 curricula (Diefes-Dux et al. 2008; Cunningham 2007). Rather than designing and testing a "physical" model, students design and test a "mathematical" model that demonstrates, explains, or illustrates the problem-solving process. These open-ended, thought-revealing problems engage students in design tasks that require few resources. In this article, the authors describe an MEA that they developed using six principles (Figure 2; Lesh et al. 2000) as a guide. They piloted this lesson in a high school environmental science class with high-achieving ninth- and tenth-graders. All of the materials for this and almost 200 other MEAs are freely available online (see "On the web") and designed for students of varied ability levels. Students are encouraged to develop their own math concepts. Groups thrive with members that have "diverse understandings, abilities, experiences, and agenda[s]" (Lesh, Carmona, and Post 2002, p. 7).
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A