Learning through the Experience of Water in Elementary School Science
Learning through the Experience of Water in Elementary School Science
复制标题
小学科学中通过水的体验来学习
作者：
Amanda R. Levy;Felicia Moore Mensah
到目前为止，关于在小学生中实施体验式学习的研究还很有限。目前的混合方法研究通过应用体验式学习框架来考察小学理科学生发展水读写能力的能力。2016-2017年间，来自纽约皇后区一所天赋异禀的学校的两组6年级理科学生(n=56)被介绍到基于经验的水课程，该课程旨在通过使用真实的学习环境、物理和概念建模以及系统思维来满足基础科学标准的需求。多种研究工具被用作形成性和终结性评估，以确定学生学习的基线理解和量化结果：前后测试、抽签前和抽签后评估、科学笔记本、实地期刊、反思和观察。在参加了实验水单元后，大多数学生增加了他们对从地表水到地下水的水循环组件和过程、物质的物理性质以及渗透率和孔隙度的水文地质学概念的理解。从结构思维到动态思维，整个单元的系统思维能力都得到了提高。这项研究的启示表明，体验式学习框架是小学理科学生发展水素养和科学与工程实践的有效教学工具。
To date, limited research has been done on the implementation of experiential learning among elementary school students. The current mixed-methods study examines the capacity of elementary science students to develop water literacy through the application of an experiential learning framework. From 2016–2017, two sections of 6th-grade science students (n = 56) from a gifted and talented school in Queens, NY, were introduced to an experiential-based water curriculum designed to meet the needs of elementary science standards through the use of authentic learning environments, physical and conceptual modeling, and systems thinking. Multiple research instruments were used as formative and summative assessments to determine baseline understanding and quantify the consequences of student learning: pre- and post-tests and pre- and post-drawing assessments, science notebooks, field journals, reflections, and observations. After participation in the experiential water unit, most students increased their conceptual understanding of water cycle components and processes from surface to groundwater, physical properties of matter, and hydrogeological concepts of permeability and porosity. Systems thinking skills progressed over the unit from structural thinking to dynamic thinking. Implications of this study indicate that the experiential learning framework is an effective pedagogical tool for elementary science students to develop water literacy and science and engineering practices.
DOI：
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发表时间：
2005-05
期刊：
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影响因子：
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作者：
S. Schumacher;J. H. McMillan
通讯作者：
S. Schumacher;J. H. McMillan