Literaturnachweis - Detailanzeige
Autor/inn/en | Jee, Benjamin D.; Anggoro, Florencia K. |
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Titel | Relational Scaffolding Enhances Children's Understanding of Scientific Models |
Quelle | (2019), (37 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Scaffolding (Teaching Technique); Children; Comprehension; Models; Science Instruction; Instructional Effectiveness; Observation; Earth Science; Space Sciences; Elementary School Students; Scientific Concepts; Spatial Ability; Direct Instruction; Intelligence Tests; Verbal Ability; Vocabulary; Prior Learning; Massachusetts; Peabody Picture Vocabulary Test Child; Kind; Kinder; Verstehen; Verständnis; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Beobachtung; Earth sciences; Geowissenschaften; Räumliches Vorstellungsvermögen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Vorkenntnisse; Master-Studiengang |
Abstract | Models are central to the practice and teaching of science. Yet people often fail to grasp how scientific models explain their observations of the world. Realizing the explanatory power of a model may require aligning its relational structure to that of the observable phenomena. The present research tested whether "relational scaffolding"--guided comparisons between observable and modeled events--enhances children's understanding of scientific models. We tested relational scaffolding during instruction about the day-night cycle, a topic that involves relating "Earth-based" observations to a "space-based" model of Earth rotation. Experiment 1 found that 3rd graders (N = 108) learned more from instruction that incorporated relational scaffolding. Experiment 2 (N = 99) found that guided comparison--not merely viewing observable and modeled events--is a critical component of relational scaffolding, especially for children with low initial knowledge. Relational scaffolding could be applied broadly to assist the many students who struggle with science. [This is the in press version of an article to be published in "Psychological Science."] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |