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ERIC Number: EJ1201109
Record Type: Journal
Publication Date: 2019-Jan
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8148
Got Energy?
Edmondson, Elizabeth; Navy, Shannon; Maeng, Jennifer; Gonczi, Amanda; Mannarino, Anne
Science and Children, v56 n5 p49-50 Jan 2019
Problem-based learning (PBL) involves students solving a problem with multiple solutions over time, like scientists in real-world contexts. This fourth-grade PBL unit had students become part of an endeavor to help their state of Virginia become energy independent. It conceptualized energy independence as becoming self-sufficient for energy production by using current or new sources of energy around the state that have few environmental impacts. Teachers found that PBL units which: (1) began with an engaging scenario to present a relevant problem, (2) were structured to include student input into the questions that were addressed, (3) had a clearly articulated overarching question, and (4) followed a question map that conceptually linked questions, activities, and content across lessons helped spark student interest and helped teachers address the necessary science content and science and engineering practices in a meaningful and memorable way.
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: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Office of Innovation and Improvement (ED), Investing in Innovation (i3)
Authoring Institution: N/A
Identifiers - Location: Virginia