Missing the Forest for the Trees

Amaral, Olga; Garrison, Leslie

doi:10.1007/s10956-006-9026-2

Cited by 7 publications

(7 citation statements)

References 5 publications

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“…Furthermore, the open responses in the present work add more detailed information and dimensions of the teachers' perceptions and attitudes regarding the previously identified requirements. In view of the teacher's influence on the implemented curriculum (Amaral & Garrison, 2007;Keys, 2005) it is important to recognize the influence of the individual teacher also on the use of CSS.…”

Section: Resultsmentioning

confidence: 99%

“…The intentions of the curriculum, the teachers' formal steering document, have been shown to not always be realized even when teachers claim to have done so (Keys, 2005). Professional development is advised for curriculum changes to come true (Amaral & Garrison, 2007). Thus, there is valid ground for distinguishing between the intended curriculum -the formal steering document -and the implemented curriculum -the way in which the education gets shaped by the teacher; the teaching practice.…”

Section: The Teacher's Role In Relation To Cssmentioning

confidence: 99%

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Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Pendrill

Sagar

Wallin

2012

NorDiNa

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This study identifies teachers’ perceptions of requirements for including collaborations with the surrounding world in their teaching practice, with the aim of providing authentic and entrepreneurial learning environments for students. School management, time and teachers’ personal character traits and disposition were the most frequently stated areas of concern, followed by colleagues, surrounding world, economy and professional development. Concerns not previously identified include economy, localities, local curriculum, teachers’ unions as well as time to reflect and adjust to a different teaching approach. The results are worth considering for school and teacher development aimed at increasing school collaboration with the surrounding world.

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Section: Resultsmentioning

confidence: 99%

Section: The Teacher's Role In Relation To Cssmentioning

confidence: 99%

Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Pendrill

Sagar

Wallin

2012

NorDiNa

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“…In addition to language, science involves a certain set of practices referred to as science and engineering practices [9] and new ways of thinking about the natural world [7]. Therefore, to facilitate students' learning, researchers have advocated the integration of literacy and science and determined that this integration can promote improved English literacy skills and scientific thinking for EL and EC students (e.g., [10][11][12][13][14][15][16][17][18][19]). Engaging in inquiry-based instruction has resulted in or promoted improved student learning for the general student population and has been noted by several researchers and scholars for over 50 years (e.g., [20][21][22][23][24][25]).…”

Section: Literacy-infused Inquiry-based Science For Els and Ecsmentioning

confidence: 99%

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

et al. 2018

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Abstract:The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs), controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students' English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a) literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students' language acquisition and science concept understanding for ELs and economically challenged students (ECs); (b) there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c) the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

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“…For example, teachers commonly teach food chains in multiple biomes (i.e., swamp, desert, etc.) and aim to have children abstract across the biomes to acquire and generalize concepts (e.g., Amaral & Garrison, 2007; Eilam, 2002). Second, food chains afford different levels of generalization.…”

Section: Target Domain: Science Concept Learningmentioning

confidence: 99%

Distributing Learning Over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts

2012

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The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time, rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5–7 year-olds; N = 36) were presented with science lessons on one of three schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum.

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Missing the Forest for the Trees

Cited by 7 publications

References 5 publications

Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Teachers’ Perceived Requirements for Collaborating with the Surrounding World

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

Distributing Learning Over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts

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