Growing Plants and Minds

Autor/inn/en	Presser, Ashley Lewis; Kamdar, Danae; Vidiksis, Regan; Goldstein, Marion; Dominguez, Ximena; Orr, Jillian
Titel	Growing Plants and Minds
Quelle	In: Science and Children, 55 (2017) 2, S.42-47 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Plants (Botany); Preschool Children; Prediction; Science Experiments; Science Activities; Technology Uses in Education; Class Activities; Simulation; Hands on Science; Science Education; Investigations; Science Process Skills; Scientific Concepts; Data Interpretation + Suchen Sie Ihr Suchwort? Pflanze; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Simulation program; Simulationsprogramm; Naturwissenschaftliche Bildung; Untersuchung; Data evaluation; Datenauswertung
Abstract	Many preschool classrooms explore plant growth. However, because many plants take a long time to grow, it is often hard to facilitate engagement in some practices (i.e., since change is typically not observable from one day to another, children often forget their prior predictions or cannot recall what plants looked like days or weeks earlier). Documentation in journals, using digital or paper versions, enables children to record their observations and predictions and has been found to be a productive learning experience that can support learning from the experimentation process (Brenneman and Louro 2008). This article discusses resources that are part of a larger set of curricular activities that seek to promote young children's science learning. These resources focus on three main areas: (1) "Science Practices," such as asking questions or analyzing/interpreting data; (2) "Science Concepts" focused around big ideas that are present in children's everyday experiences and which capitalize on their natural curiosity; and (3) "Science Discourse" that includes rich science talk and vocabulary that can be guided and modeled by the teacher and allows children to share their ideas, expand upon their thinking, and listen to and reflect on what other classmates are sharing. Throughout these activities, children engage with digital simulations and document experiments that help them consider what plants need to grow. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01