通过小学园地学习整合科学与数学的行动研究

R. Sarah, J. Rye, Sarah Selmer, Melissa J. Luna
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引用次数: 2

摘要

实践行动研究——一种迭代的、基于探究的研究序列——可以帮助指导大学-学校合作伙伴关系的合作,在这种情况下,将基于花园的学习与基础课程的核心学科相结合。本研究聚焦于三年级数学测量与数据的教学,结构与功能等科学标准的整合,以及关注精确、建模、调查和解释数据的数学科学实践。学生收集数据,绘制图表,理解数据的含义,并解决一个与花园农产品浮力有关的问题。学生表现显示,大多数学生在制作比例图方面达到了优异的水平;而这些相当多的脚手架对于学生充分关注精确度是必要的。提供了一个经过实地测试的学习周期,可以由小学教师进行课堂教学,也可以由教师教育工作者为职前教师提供数学-科学整合的模型,其中包括学校园艺。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Action Research to Integrate Science with Mathematics through Garden-Based Learning at the Elementary School Level
Practical action research--an iterative and inquiry-based sequence of study--can help guide collaboration in university-school partnerships, in this case, towards the integration of garden-based learning with core disciplines in the elementary curriculum. The study focuses on grade 3 mathematics instruction about measurement and data, the integration of science standards such as structure and function, and math-science practices of attending to precision, modeling, conducting investigations, and interpreting data. Students collect, graph, and make meaning of data as well as solve a problem related to buoyancy of garden produce. Student performance revealed that the majority of students achieved mastery at the distinguished level in producing scaled graphs; and that considerable scaffolding is necessary for students to adequately attend to precision. A field-tested learning cycle is provided, which can be adapted by elementary teachers for classroom instruction and by teacher educators to model for preservice teachers mathematics-science integration that incorporates school gardening.
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