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Beyond Definitions: Using Hexagonal Thinking for Sensemaking

Using Hexagonal Thinking for Sensemaking

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Simone Nance

This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and 4th grade teacher teamed up for multiple sessions over the course of three months in order to provide helpful implementation tips to use with any science unit, including cross-curricular units. The most important lesson learned was the importance of scaffolding and support for group communication.
This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and 4th grade teacher teamed up for multiple sessions over the course of three months in order to provide helpful implementation tips to use with any science unit, including cross-curricular units.
This article was written for the purpose of introducing the hexagonal thinking strategy to upper elementary teachers. The strategy, in which students make connections across the vocabulary and concepts to develop a map, has become more popular in the secondary setting, but needs more structure to be implemented with younger students. A university researcher and 4th grade teacher teamed up for multiple sessions over the course of three months in order to provide helpful implementation tips to use with any science unit, including cross-curricular units.
 

Light, Forces, Sticks, Crates and So Much More: A Loose Parts Learning Approach to STEM

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Carla Gull, Suzanne Levenson Goldstein, Tricia Rosengarten

The use of loose parts can be an effective teaching method to improve and enhance student understanding of Next Generation Science Standards (NGSS). Loose parts can inspire children to use their creativity and critical thinking skills in the classroom, which encourages them to embrace science curriculum and connections to standards at any age. Students learn most readily and positively in a laboratory type environment, where they can experiment, create, invent, appreciate, and find out things for themselves (Nicholson, 1971). Children should be encouraged to be part of the experiment, not just listening at their desk, or watching on the sidelines. This article outlines the theory, associated research, principles, benefits, and developing a loose parts mindset, with examples of light exploration, magnetic games, forces loose parts learning lab, and nest building using natural materials. Loose parts can be applied to most educational topics and content, making it a universal learning tool, putting students at the center of their education.
The use of loose parts can be an effective teaching method to improve and enhance student understanding of Next Generation Science Standards (NGSS). Loose parts can inspire children to use their creativity and critical thinking skills in the classroom, which encourages them to embrace science curriculum and connections to standards at any age. Students learn most readily and positively in a laboratory type environment, where they can experiment, create, invent, appreciate, and find out things for themselves (Nicholson, 1971).
The use of loose parts can be an effective teaching method to improve and enhance student understanding of Next Generation Science Standards (NGSS). Loose parts can inspire children to use their creativity and critical thinking skills in the classroom, which encourages them to embrace science curriculum and connections to standards at any age. Students learn most readily and positively in a laboratory type environment, where they can experiment, create, invent, appreciate, and find out things for themselves (Nicholson, 1971).
 

Engaging in Socioscientific Issues by Observing Habitats in the Context of Water Use and Drought

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Grace Brunner, Catherine Lowe, Isaiah Kent-Schneider, Jerrid Kruse

Teaching young students to engage in socioscientific reasoning can feel like an overwhelming task due to the abstract reasoning required. Yet, Sadler et al., (2007), note the importance of helping students develop socioscientific reasoning from a young age by learning the science content and preparing to engage with social issues later in life. Through grounding discussions in explicit reflective conversations stemming from concrete experiences and local contexts, this unit helps teachers make socioscientific reasoning accessible to all students. Starting with observing their own school lawn, and then comparing this habitat to other types of habitats, students learn about the role of water in plant growth and the complex issue of water usage.
Teaching young students to engage in socioscientific reasoning can feel like an overwhelming task due to the abstract reasoning required. Yet, Sadler et al., (2007), note the importance of helping students develop socioscientific reasoning from a young age by learning the science content and preparing to engage with social issues later in life. Through grounding discussions in explicit reflective conversations stemming from concrete experiences and local contexts, this unit helps teachers make socioscientific reasoning accessible to all students.
Teaching young students to engage in socioscientific reasoning can feel like an overwhelming task due to the abstract reasoning required. Yet, Sadler et al., (2007), note the importance of helping students develop socioscientific reasoning from a young age by learning the science content and preparing to engage with social issues later in life. Through grounding discussions in explicit reflective conversations stemming from concrete experiences and local contexts, this unit helps teachers make socioscientific reasoning accessible to all students.
 

Science is for Questions

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Amy Ludwig VanDerwater

Poem and Art and Explore More
Poem and Art and Explore More
Poem and Art and Explore More
 

Wonderings Drive Learning

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Alissa Lange

N/A
N/A
N/A
 

Summertime fun with Life Science!

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Heather Pacheco-Guffrey

In this issue of Tech Talk, learn about two terrific life science apps, Rewild the World from Google Arts and Culture and Explore.org. Engage your learners in NGSS Science and Engineering practices of Developing and Using Models and Asking Questions through accessible and enjoyable science-rich experiences. Though these apps can easily be used with students across the elementary grades, in this issue of Tech Talk, we’re focused on second and third graders. Great surprises are in store with augmented reality and citizen science opportunities – you don’t want to miss this issue of Tech Talk!
In this issue of Tech Talk, learn about two terrific life science apps, Rewild the World from Google Arts and Culture and Explore.org. Engage your learners in NGSS Science and Engineering practices of Developing and Using Models and Asking Questions through accessible and enjoyable science-rich experiences. Though these apps can easily be used with students across the elementary grades, in this issue of Tech Talk, we’re focused on second and third graders. Great surprises are in store with augmented reality and citizen science opportunities – you don’t want to miss this issue of Tech Talk!
In this issue of Tech Talk, learn about two terrific life science apps, Rewild the World from Google Arts and Culture and Explore.org. Engage your learners in NGSS Science and Engineering practices of Developing and Using Models and Asking Questions through accessible and enjoyable science-rich experiences. Though these apps can easily be used with students across the elementary grades, in this issue of Tech Talk, we’re focused on second and third graders. Great surprises are in store with augmented reality and citizen science opportunities – you don’t want to miss this issue of Tech Talk!
 

Science 101

Q: If Students Have Different Learning Styles, What Kinds of Science Activities Are Best for Reaching All Students?

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Matthew Bobrowsky

Science 101
Science 101
Science 101
 

Editor's Note

Redefining Teaching Practices

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Elizabeth Barrett-Zahn

From the Editor
From the Editor
From the Editor
 

Scaffolding Fourth-graders’ Inquiry about Erosion

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Alexandria Burns, Jami Daniel, Jerrid Kruse, Ellen Gow

This sequence of lessons has students observing erosion and creating ideas about factors that affect erosion. Then, as a class, students first explore the impact of vegetation on erosion. Then, groups of students more independently investigate the impact of slope and amount of water on erosion.
This sequence of lessons has students observing erosion and creating ideas about factors that affect erosion. Then, as a class, students first explore the impact of vegetation on erosion. Then, groups of students more independently investigate the impact of slope and amount of water on erosion.
This sequence of lessons has students observing erosion and creating ideas about factors that affect erosion. Then, as a class, students first explore the impact of vegetation on erosion. Then, groups of students more independently investigate the impact of slope and amount of water on erosion.
 

Engaging elementary students in science practice: Strategies for helping children plan investigations

Strategies for helping children plan investigations

Science and Children—July/August 2024 (Volume 61, Issue 4)

By Annabel Stoler, Eve Manz

This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an investigation, how to use materials, and what to look for or count as evidence. These teaching strategies can support children to engage deeply in science practice, while also keeping activity manageable for students and their teachers. Our goal is that this article will provide teachers and curriculum designers with a tool that they can use to support children to engage in joyful, meaningful, and productive science investigations.
This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an investigation, how to use materials, and what to look for or count as evidence.
This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an investigation, how to use materials, and what to look for or count as evidence.
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