One Mode Is Not for All
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| Title: | One Mode Is Not for All |
|---|---|
| Language: | English |
| Authors: | Britsch, Susan Jane, Heise, Kathryn A. |
| Source: | Science and Children. Jan 2006 43(4):26-29. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Science Projects, Hands on Science, Science Instruction, Special Needs Students, Mainstreaming, Teaching Methods, Classroom Techniques, Faculty Development, Journal Writing, Inquiry, Literacy Education, Student Journals, Learning Modalities, Cognitive Style, Elementary School Science, Elementary School Students |
| ISSN: | 0036-8148 |
| Abstract: | Children with special learning needs participate fully in the authors' science classes every day; their job as teachers is to bring about meaningful science connections for all students, including those who do not communicate their knowledge most effectively through the ways most typically associated with classroom learning (i.e., reading, writing, and discussion). Embracing the various modes through which students express their science understandings can go a long way in meeting this goal for special-needs learners. The authors worked with teachers participating in the Children's Literacy and Science Project, a professional development project funded by Toyota USA Foundation. The project focused on improving teachers' science and literacy instruction through the use of children's science journals in inquiry-based science instruction. The authors observed each child's classroom science instruction and then reflected on the child's "journaling" of the science experience. In this article, the authors reflect upon how special-needs students represented their understandings. Their responses tell them something about the nature of classroom science experience and the importance of recognizing/accepting the various ways children can communicate science knowledge. (Contains 2 figures and 9 resources.) |
| Abstractor: | ERIC |
| Entry Date: | 2007 |
| Access URL: | https://www.nsta.org/elementaryschool |
| Accession Number: | EJ758195 |
| Database: | ERIC |
| Abstract: | Children with special learning needs participate fully in the authors' science classes every day; their job as teachers is to bring about meaningful science connections for all students, including those who do not communicate their knowledge most effectively through the ways most typically associated with classroom learning (i.e., reading, writing, and discussion). Embracing the various modes through which students express their science understandings can go a long way in meeting this goal for special-needs learners. The authors worked with teachers participating in the Children's Literacy and Science Project, a professional development project funded by Toyota USA Foundation. The project focused on improving teachers' science and literacy instruction through the use of children's science journals in inquiry-based science instruction. The authors observed each child's classroom science instruction and then reflected on the child's "journaling" of the science experience. In this article, the authors reflect upon how special-needs students represented their understandings. Their responses tell them something about the nature of classroom science experience and the importance of recognizing/accepting the various ways children can communicate science knowledge. (Contains 2 figures and 9 resources.) |
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| ISSN: | 0036-8148 |
