Offshore Oil Drilling

Autor/in	Seiki, Sumer
Titel	Offshore Oil Drilling
Quelle	In: Science and Children, 56 (2018) 4, S.58-66 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Fuels; Science Instruction; Teaching Methods; Lesson Plans; Persuasive Discourse; Public Policy; Standards; Scientific Research; Student Attitudes; Scientists; Engineering; Decision Making; Visualization; Thinking Skills; Hearings; Elementary School Students; Public Officials; Environmental Education; Environmental Influences; Conservation (Environment); California + Suchen Sie Ihr Suchwort? Treibstoff; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Persuasion; Persuasive Kommunikation; Öffentliche Ordnung; Standard; Schülerverhalten; Scientist; Wissenschaftler; Maschinenbau; Decision-making; Entscheidungsfindung; Visualisation; Visualisierung; Denkfähigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Environmental influence; Umwelteinfluss; Conservation; Environment; Konservierung; Bewahung; Umwelt; Kalifornien
Abstract	In this article, the author describes two lessons in which students applied the scientific knowledge learned from studying offshore oil drilling to construct a fact-based argument on the topic and then communicate it to their policy makers, since public commentary was solicited. The students practiced using their scientific knowledge to participate in shaping public policy and engage civically. They could see the real-life application of their science learning. The "Next Generation Science Standards" ("NGSS") science practices ask students to engage in an argument based on data and obtain, evaluate, and communicate information. For the lesson objectives, students employed these practices: (1) obtain and use scientific evidence to inform their opinion on the offshore oil drilling proposal and (2) communicate scientific evidence and opinion to impact public policy. Scientists and engineers gather in formation from multiple sources to make informed decisions and communicate orally at congressional hearings and in writing to impact public policy. Like scientists, the students apply their knowledge through communicating their science-based and reasoned conclusions with public policy makers. This article focuses on using visual thinking strategies to explore a national environmental issue. This lesson series is a model for using visual thinking strategies (VTS). Teachers can translate this model into their classroom grade levels for their own context. (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