Matching Items (2)
Description
This project examined the importance of inquiry in science education. The Arizona Science
Standards call for a change from teaching facts to teaching students to construct explanations of phenomena by engaging in science and engineering practices. Through a blend of science and engineering practices, core ideas, and crosscutting concepts, the performance expectations form standards that address applying ideas to explanation of phenomena, problem solving, and decision making. The ideas conveyed in the standards need to be developed over time through multiple lessons. Rather than simply present information to students, the Arizona Science Standards require teachers to support students in constructing explanations of phenomena and developing solutions to problems. The integration of the Arizona Science Standards in the science curriculum through the Five E model has the potential to provide students with inquiry- based learning that will help develop their science literacy skills. The 5E inquiry model consists of five phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Each phase contributes to the learning process as students are encouraged to actively build their knowledge. The learning experiences in science education become richer and more meaningful to students when the science literacy skills are successfully integrated into the 5E inquiry model. Not only will the students learn the skills of science, but also, they will be actively engaged with science content. Active engagements with science will likely foster interest and positive attitudes towards science. This thesis project developed a way to implement inquiry-based learning through an electricity and magnetism unit that uses the 5E model and aligns with the Arizona State Science Standards. The goal of this project was to develop a science unit that can be implemented in future classrooms.
Standards call for a change from teaching facts to teaching students to construct explanations of phenomena by engaging in science and engineering practices. Through a blend of science and engineering practices, core ideas, and crosscutting concepts, the performance expectations form standards that address applying ideas to explanation of phenomena, problem solving, and decision making. The ideas conveyed in the standards need to be developed over time through multiple lessons. Rather than simply present information to students, the Arizona Science Standards require teachers to support students in constructing explanations of phenomena and developing solutions to problems. The integration of the Arizona Science Standards in the science curriculum through the Five E model has the potential to provide students with inquiry- based learning that will help develop their science literacy skills. The 5E inquiry model consists of five phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Each phase contributes to the learning process as students are encouraged to actively build their knowledge. The learning experiences in science education become richer and more meaningful to students when the science literacy skills are successfully integrated into the 5E inquiry model. Not only will the students learn the skills of science, but also, they will be actively engaged with science content. Active engagements with science will likely foster interest and positive attitudes towards science. This thesis project developed a way to implement inquiry-based learning through an electricity and magnetism unit that uses the 5E model and aligns with the Arizona State Science Standards. The goal of this project was to develop a science unit that can be implemented in future classrooms.
ContributorsZou, Christy (Author) / Walters, Molina (Thesis director) / McKee, Dianne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
A unit plan was created to address a need to educate and create awareness of local foods to elementary aged students. After researching local foods and problem based learning, information was consolidated and developed into a comprehensive unit plan that serves as a teacher resource guide. This unit plan was created to provide information, tools, and resources for upper elementary students from 4th to 6th grade to learn about local foods in hopes of impacting student health and knowledge as well as building a foundation for their future eating habits. Another goal of this unit plan focuses on promoting students' awareness of local foods within their community and the benefits of buying locally in general. This unit contains seven lessons aligned to the current Arizona state standards that have creative and engaging activities ranging from socratic seminars, creating a brochure, and performing skits. Each lesson contains student objectives, clearly laid out lesson plans, and the majority of supplemental materials included such as videos, handouts, Google slides, and photographs. These lessons were planned with the intention of being able to be realistically taught in a 45-60 minute class period and laid out in a way that would be easy for teachers to read and then teach without much preparation. Simple and effective assessments are integrated throughout the unit and provide a means of tracking student progress and understanding of concepts. This unit plan is designed to engage students and plant ideas in their heads about where their food comes from and how learning about local foods can be beneficial for their community and their health.
ContributorsNoe, Karlee Elizabeth (Author) / Merritt, Eileen (Thesis director) / Watanabe, Lynne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05