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1.
The Science Teacher ; 90(3):10-11, 2023.
Article in English | ProQuest Central | ID: covidwho-20243847

ABSTRACT

For many science teachers and science teacher educators, COVID-19 made clear a need to focus on the socioscientific issues. [...]it subverts and undercuts the goals of having inquiry in the standards as it was intended. [...]the lack of ability to address things outside the standards leads to a lesser engagement with inquiry as it becomes more a poorly implemented default than a carefully crafted learning objective. [...]it is one with no explicit link to the NGSS. [...]teachers have made a choice either to teach about IDE outside the content mandated by the NGSS-perhaps under the cover of inquiry-or to avoid instruction on the most relevant and immediate socioscientific issue in students' lives. [...]current events have prompted a resurgence of this discussion (Zucker and Noyce 2020). [...]examination and discussion of how the NGSS might be understood or implemented in more adaptive ways is both timely and productive for scholars and policy makers who have a vested interest in the sufficiency or potential shortcomings of the dominant set of science education standards.

2.
Science Scope ; 44(6):64-73, 2021.
Article in English | ProQuest Central | ID: covidwho-2012720

ABSTRACT

The mini model-based inquiry unit (Windschitl, Thompson, and Braaten 2018) described in this article allows students to use modeling and multiple aspects of technology, such as online simulations and infographics, to show how a virus can spread globally in a short period of time. Overview of unit We designed this mini model-based inquiry unit to show students that a virus must have a parasitic relationship with a living host (i.e., cells in the human body) to survive (Pea and Sterling 2002). Students construct their explanation of a virus infecting a human and design a preventative solution as they engage in science and engineering practices to use technology to investigate and communicate what they learn. According to Falk and Brodsky (2013), models that are created at the beginning of the unit are a good assessment of students' initial ideas.

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