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Energizing student thinking: The power of decision making and evaluation in science.

机译：激发学生的思维能力：科学中决策和评估的力量。

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摘要

Research Questions. What happens when students engage in an activity that involves higher order thinking? Do students demonstrate higher order thinking in the activity? Does the activity promote content learning?;Research Activities. The intervention focused on improving students' use of higher order thinking, specifically evaluation and decision making. Context. The intervention took place in a 6 th grade Earth Science class at a K--8 school in a small but growing district. The school is in an urban area on the fringes of a large city and is a Title I school. The class has 28 students including English Language Learners and Special Education students. Methods and Data. Students took pre and post-tests on energy resources as well as pre and post higher order thinking assessments. The class developed a decision making strategy and researched energy resources with the intent of recommending an energy source to the governor. Students participated in an energy summit during which they shared their research and explored different energy options. Students then wrote a letter to the governor recommending their preferred energy source. Results. Students showed an improvement in evaluation of information and discussion of rationale for eliminating options but still lacked in their ability to discuss limitations of their own choice. Students also showed an understanding of energy resources but not a mastery of the content.;Grade Level. 6;Data Collection Methods. Audiotape, Curriculum assessment, Observation-Field notes, Student work, Writing samples;Curriculum Areas. Science---Earth Science;Instructional Approaches. Class discussion, Curriculum integration, Direct Instruction, Note-taking, Student engagement, Writing---Letter writing
机译：研究问题。当学生从事涉及高级思维的活动时会发生什么？学生在活动中表现出更高层次的思维吗？该活动是否促进内容学习？研究活动。干预措施的重点是提高学生对高级思维的使用，特别是评估和决策。上下文。干预是在一个很小但正在发展的地区的一所K--8学校的六年级地球科学班上进行的。学校坐落在大城市边缘的市区，是一所Title I学校。该班有28名学生，其中包括英语学习者和特殊教育学生。方法和数据。学生参加了能源资源的预测和测验以及高阶思维评估的测验。该班级制定了一项决策策略并研究了能源，目的是向州长推荐能源。学生参加了一次能源峰会，在此期间他们分享了他们的研究成果，并探讨了不同的能源选择。然后，学生写信给州长，推荐他们首选的能源。结果。学生在评估信息和讨论消除选择的理由方面表现出了进步，但仍然缺乏讨论自己选择局限性的能力。学生还表现出对能源的理解，但对内容的掌握却不高。 6；数据收集方法。录音带，课程评估，观察场笔记，学生作业，写作样本；课程领域。科学---地球科学；教学方法。课堂讨论，课程整合，直接指导，笔记，学生参与度，写作---写信

著录项

  • 作者

    Green, Katy Erin.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Elementary.;Education Sciences.
  • 学位 M.A.
  • 年度 2009
  • 页码 93 p.
  • 总页数 93
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;自然科学教育与普及;
  • 关键词

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