Approaches to Teaching Rube Goldberg

Autor/inn/en	Dolenc, Nathan; Cohen, Jonathan
Titel	Approaches to Teaching Rube Goldberg
Quelle	In: Science Teacher, 86 (2018) 4, S.32-39 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Teaching Methods; Engineering; Energy; Equipment; Design; Physics; Secondary School Science; High Schools; Scientific Concepts; Concept Formation; Educational Technology; Technology Uses in Education; STEM Education; Art Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; Energie; Physik; High school; Oberschule; Concept learning; Begriffsbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	A Rube Goldberg device is a complicated, yet comically involved machine that performs a simple task such as closing a door, watering a plant, or typing a key on a keyboard. Creating one is an open-ended activity that challenges students to use prior knowledge, resourcefulness, investigatory skills, and imagination. This reverse engineering activity has permeated K-12 classrooms as a physical science activity and aligns with the "Next Generation Science Standards." Students meeting "NGGS" standard HS-PS3: Energy create multiple steps within a Rube Goldberg machine by designing, building, and refining a device that works to transfer energy, often converting one form of energy into another. Because a Rube Goldberg machine has multiple transfers of energy, the activity creates a scenario with seemingly endless choices on how to design and build one. This article describes various strategies teachers can use to engage students in a Rube Goldberg activity within a high school physics classroom. Regardless of the strategy, it is recommended that teachers play the role of project manager while students work in groups of three or four. This allows the teacher to provide goal and time management; be a person-of-resource; engage students in productive questioning; and increase collaboration and interaction among group members by encouraging individual members to share, listen to, and consider other members' ideas. (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