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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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EG03:

Responsive Teaching and the Beginnings of Energy Ideas in Third Grade (1)
  Location: HC 3029
  Date: Tuesday, Aug.2
  Time: 2:15 PM -2:45 PM
  Author: Fred Goldberg, San Diego State University
619-405-5158, fgoldberg@sciences.sdsu.edu
  Co-Author(s): None
  Abstract: As part of a project aimed at describing children's progress in their science inquiry and in their development of energy (and other) ideas we have been working with grade 3-6 teachers to help them change their teaching from focusing on achieving specific district or state standards to focusing on responding to their students' ideas and reasoning. This change in focus has coincided with teachers seeing science inquiry as a pursuit of coherent, mechanistic accounts of phenomena (2). In this talk I will use some examples from third-grade classrooms to illustrate how this new focus has promoted the emergence of energy ideas.
  Footnotes: (1) Supported in part by NSF Grant Number 0732233 -- Learning Progressions for Scientific Inquiry: A Model Implementation in the Context of Energy. (2) Hammer, D., Russ, R., Scherr, R. E., & Mikeska, J. (2008). Identifying inquiry and conceptualizing students? abilities. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and Implementation (pp. 138-156). Rotterdam, NL: Sense Publishers.
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