Work Session 3: Using Science Notebooks to Develop Conceptual Understanding in Grades K–8
Wednesday, March 28, 2012
8:00 a.m.–4:00 p.m.
White River Ballroom H, JW Marriott Indianapolis Hotel
Presented by Connie Hvidsten, Biological Science Curriculum Study, Colorado Springs, CO
The use of science notebooks is becoming more common in science classrooms at all levels. When used appropriately, notebooks can provide important benefits for student learning. Notebooks give students the meta-cognitive experience of recording, assessing, reflecting upon their journey of learning. Using written language and illustrations to organize data, document experiences, construct explanations, and reflect on scientific understanding; students are actively engaged in their own science learning. In this hands-on session, learn how science notebooks can be used as an effective sense-making and formative assessment tool in the science classroom. By experiencing part of an inquiry-based investigation, you'll examine how students can begin to clearly articulate their emerging understandings of science content. Since notebook organization is critical to facilitating conceptual understanding, you'll become familiar with a notebook that is organized into four sections—table of contents, conceptual development, daily entries, and personal glossary. Using authentic examples of notebook assessment rubrics, participate in a discussion about issues concerning student use and accountability, how students use notebooks for organization, learn about sense-making types of writing, and how the assessment rubrics are utilized.
Connie Hvidsten describes this session:
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