Teaching Scientific Metaphors Through Informational Text Read‐Alouds

Barnes, Erica M.; Oliveira, Alandeom W.

doi:10.1002/trtr.1634

Cited by 2 publications

(2 citation statements)

References 23 publications

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“…Additionally, reading is also a basic link in cultivating students' ST. Tsabari and Yarden (2005) has proved that students' good independent reading habits are the premise of scientific inquiry ability. At the same time, Barnes and Oliveira (2018) also confirmed that text reading and narrative logic can effectively help primary school students understand scientific metaphors and develop ST. Therefore, language art (reading, writing, and listening) may be a unique attribute that affects the development of students' ST.…”

Section: Influential Factors Of Scientific Thinkingmentioning

confidence: 55%

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Lin,

Zhou,

et al. 2024

Education and Urban Society

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With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students’ ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner’ ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students’ ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice.

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Section: Influential Factors Of Scientific Thinkingmentioning

confidence: 55%

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Lin,

Zhou,

et al. 2024

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…Case method teaching typically offer well-crafted scenarios where students practice analytical thinking within constraints and presets of past, place and protagonists directly influenced by real organizations. These business cases play an important role in building skills of case-based observation, analysis, and summarization (Barnes et al, 1994;Wasserman, 1994). Their value is further derived from a cohort' s shared understanding and exploration of key events leading to generalizable recommendations -which are facilitated by the academic case authors.…”

Section: From Business Cases To Business Designsmentioning

confidence: 99%

Experimenting with the design, pedagogy and practice of business design at one b-school

Beausoleil

2024

JBM

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This paper examines the posturing, positioning and practice of Business Design (BD) at Rotman School of Management, University of Toronto, exploring its evolution since the late 1990s to today. It outlines BD’s introduction as a design thinking-lite approach to strategy innovation and its evolution to an experimental design-driven innovation pedagogy for MBA students. A triangulated theoretical foundation combines design principles, innovation theory and management education with the aim to teach and study BD as an innovation management learning construct. The resulting Business Design Method is examined with early findings of its impact, however offers more of a provocation rather than proof of a successful design curriculum for b-schools.

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Teaching Scientific Metaphors Through Informational Text Read‐Alouds

Abstract: Scientific metaphors presented in informational texts can help elementary students develop conceptual understandings of complex scientific processes and topics.

Cited by 2 publications

References 23 publications

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory

Experimenting with the design, pedagogy and practice of business design at one b-school

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