Learning Landform Vocabulary through Different Methods: Object Boxes, Sand and Dough Creations, or Puppet Plays

Rule, Audrey C.; Graham, L. Stephen; Kowalski, Stefan Jan; Harris, Martha Jane

doi:10.5408/1089-9995-54.4.515

Cited by 11 publications

(3 citation statements)

References 25 publications

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“…Montessori (1964) (Montessori, 1966, p.82). Besides the form and function object boxes described here, science object boxes have been developed to teach descriptive vocabulary and words with multiple meanings (Rule, 1999;Rule & Barrera, 1999;Rule, Barrera, & Stewart, 2004;Rule, Graham, Kowalski, & Harris, 2006).…”

Section: Form and Function Analogy Object Boxesmentioning

confidence: 99%

Trick‐or‐Treat Candy‐Getters and Hornet Scare Devices: Second Graders Make Creative Inventions Related to Animal Adaptations

Rule

Baldwin²,

Schell

2009

Journal of Creative Behavior

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This repeated measures study examined second graders' (n = 21) performance in creating inventions related to animal adaptations for simple products under two conditions that alternated each week for a six-week period. In the analogy condition, students used form and function analogy object boxes to learn about animal adaptations, applying these concepts with the SCAMPER technique to generate a new product with a given item. In the traditional condition, students learned about animal adaptations through text/Internet searches and created a puppet play to organize, reinforce, and share these ideas. Students discussed ideas, and then brainstormed product inventions for given items. In both conditions, students drew advertisements for their inventions that were scored for inventiveness content and creativity. Weekly inventiveness content scores and creativity scores were higher for the experimental condition than for the traditional condition with large effect sizes.

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Section: Form and Function Analogy Object Boxesmentioning

confidence: 99%

Trick‐or‐Treat Candy‐Getters and Hornet Scare Devices: Second Graders Make Creative Inventions Related to Animal Adaptations

Rule

Baldwin²,

Schell

2009

Journal of Creative Behavior

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“…The instructional sequence in this study was based on the rationale that children should be provided with an opportunity to express their own ideas about phenomena and that curriculumimplementation activities should facilitate the development of an understanding that is closer to the current scientific perspective (Rule, Graham, Kowalski, & Harris, 2006). Consequently, prior to the intervention, the researcher elicited students' ideas to explore their alternative conceptions in geomorphology, so that these could inform instruction.…”

Section: Insciread Curriculum and Designmentioning

confidence: 99%

Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts

Martínez-Álvarez

Bannan

Peters‐Burton

2012

Bilingual Research Journal

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This research work examined the impact of a science-reading instructional sequence (InSciRead) on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of students' ability to detect incongruities in a related text, complemented with a qualitative analysis of the data. The study included 78 fourth-grade students (including eight with disabilities). The curriculum was generally successful, with significant progress shown in students' ability to monitor their comprehension after the intervention.

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“…As a result, the systematic and empirical research in the scholarly literature is exceedingly difficult to summarise in meaningful ways. Rule, Graham, Kowalski, and Harris (2006), among other authors, provide numerous citations describing competing teaching methods for helping students learn landform vocabulary.…”

Section: Ocean Floor Featuresmentioning

confidence: 99%

Geology misconceptions targeted by an overlapping consensus of US national standards and frameworks

Guffey

Slater

2020

International Journal of Science Education

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In the past few decades, scientific and educational entities in the United States have repeatedly expended considerable fiscal and human resources in an effort to establish contemporary education standards, curriculum frameworks, and assessment tools. These efforts are intended to reform the quantity and quality of K-16 Earth science education across the U.S. including, most recently, the Next Generation Science Standards. Most of the reform efforts enthusiastically recommend a constructivist-oriented approach to instruction that requires educators to clearly identify their learning targets. At the same time, a contemporary approach to instruction requires educators to be aware of misconceptions, misunderstandings, naïve beliefs, and alternative frameworks students bring to the learning experience. Although several dated surveys of learners' geology misconceptions exist across the scholarly literature landscape, little of the geology misconceptions literature is systematically organised around the current collections of U.S. national standards and frameworks. Geoscience educators, curriculum developers, and assessment specialists benefit from summaries of misconceptions research organised around various national reform efforts.

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Learning Landform Vocabulary through Different Methods: Object Boxes, Sand and Dough Creations, or Puppet Plays

Cited by 11 publications

References 25 publications

Trick‐or‐Treat Candy‐Getters and Hornet Scare Devices: Second Graders Make Creative Inventions Related to Animal Adaptations

Trick‐or‐Treat Candy‐Getters and Hornet Scare Devices: Second Graders Make Creative Inventions Related to Animal Adaptations

Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts

Geology misconceptions targeted by an overlapping consensus of US national standards and frameworks

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