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Tseng, ChingMei; Chen, Shu-Bi Shu-Bi; Chang, Wen-Hua – American Biology Teacher, 2015
Guiding students to generate testable scientific questions is essential in the inquiry classroom, but it is not easy. The purpose of the BDC ("Big Idea, Divergent Thinking, and Convergent Thinking") instructional model is to to scaffold students' inquiry learning. We illustrate the use of this model with an example lesson, designed…
Descriptors: Scaffolding (Teaching Technique), Inquiry, Grade 5, Concept Teaching
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Chen, Ying-Chih; Steenhoek, Joshua – American Biology Teacher, 2014
Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science's big ideas. The model has six phases:…
Descriptors: Persuasive Discourse, Science Instruction, Grade 5, Scientific Principles
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Gerido, Leona; Curran, Mary Carla – American Biology Teacher, 2014
Technology use in science classes can enhance lessons and reinforce scientific content. The creation of multimedia projects is a great way to engage students in lessons about estuarine ecosystems. In this activity, students can learn about estuarine organisms and use their creativity to write a story, create artwork, and develop a multimedia…
Descriptors: Science Instruction, Teaching Methods, Educational Technology, Technology Uses in Education