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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ758195 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: One Mode Is Not for All – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Britsch%2C+Susan+Jane%22">Britsch, Susan Jane</searchLink><br /><searchLink fieldCode="AR" term="%22Heise%2C+Kathryn+A%2E%22">Heise, Kathryn A.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Science+and+Children%22"><i>Science and Children</i></searchLink>. Jan 2006 43(4):26-29. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 4 – Name: DatePubCY Label: Publication Date Group: Date Data: 2006 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Science+Projects%22">Science Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Hands+on+Science%22">Hands on Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Writing%22">Journal Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Journals%22">Student Journals</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0036-8148 – Name: Abstract Label: Abstract Group: Ab Data: 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.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2007 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.nsta.org/elementaryschool" linkWindow="_blank">http://www.nsta.org/elementaryschool</link> – Name: AN Label: Accession Number Group: ID Data: EJ758195 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ758195 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 26 Subjects: – SubjectFull: Science Projects Type: general – SubjectFull: Hands on Science Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Special Needs Students Type: general – SubjectFull: Mainstreaming Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Classroom Techniques Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Journal Writing Type: general – SubjectFull: Inquiry Type: general – SubjectFull: Literacy Education Type: general – SubjectFull: Student Journals Type: general – SubjectFull: Learning Modalities Type: general – SubjectFull: Cognitive Style Type: general – SubjectFull: Elementary School Science Type: general – SubjectFull: Elementary School Students Type: general Titles: – TitleFull: One Mode Is Not for All Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Britsch, Susan Jane – PersonEntity: Name: NameFull: Heise, Kathryn A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 0036-8148 Numbering: – Type: volume Value: 43 – Type: issue Value: 4 Titles: – TitleFull: Science and Children Type: main |
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