期刊
JOURNAL OF RESEARCH IN SCIENCE TEACHING
卷 38, 期 8, 页码 878-898出版社
WILEY
DOI: 10.1002/tea.1037
关键词
-
A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of connected science, in which real-world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth-grade teachers used the student-identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math. language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities. examines the consequences for student learning, and identifies the features of real-world problems and school-community partnerships that created these bridging opportunities. (C) 2001 John Wiley & Sons, Inc.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据