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Grapin, Scott; Haas, Alison; Goggins, Marcelle; Llosa, Lorena; Lee, Okhee – Science and Children, 2019
The "Next Generation Science Standards" ("NGSS") call for a high level of classroom discourse (Lee, Quinn, and Vald├ęs 2013). To engage all students, including English learners (ELs), in this form of discourse, educators have turned to talk moves (e.g., "Say more about that"), defined as general-purpose tools for…
Descriptors: Science Instruction, Teaching Methods, Discussion (Teaching Technique), English Language Learners
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Mercier, Alison; Metzger, Salem; Blankmann, Dearing; Carlone, Heidi – Science and Children, 2019
Classroom talk is frequently limited, often used to check student comprehension rather than develop thinking. In classrooms with higher numbers of students living in poverty, teachers talk more and students talk less (Lingard, Hayes, and Mills 2003), positioning students as passive learners, which is problematic to developing critical thinking.…
Descriptors: Science Instruction, Urban Schools, Economically Disadvantaged, Story Reading
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Canipe, Martha – Science and Children, 2019
The "Next Generation Science Standards" ("NGSS") and current research in science education call for students to participate in making sense of scientific experiences by building explanations from evidence collected during these experiences. One way this goal can be achieved is through rigorous classroom discussions. In this…
Descriptors: Science Education, Discussion (Teaching Technique), Elementary School Teachers, Elementary School Students
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Wright, Tanya S.; Haverly, Christa; West, JoAnne; Gotwals, Amelia Wenk – Science and Children, 2019
Classroom discussion can help young children monitor their thinking and share their ideas in order to be understood (Donovan and Bransford 2005). Particularly for children who are not yet reading and writing independently, opportunities to discuss ideas can support engagement and sensemaking during science instruction (e.g., Wright and Gotwals…
Descriptors: Discussion (Teaching Technique), Elementary School Science, Decision Making, Teaching Methods
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Connolly, Tarah; Skinner, Ron; Harlow, Danielle – Science and Children, 2019
Engaging students in conversations around science and engineering design can be challenging. Sparking such conversations during field trips at an interactive science center has additional challenges. First, students vary considerably in age from day to day: science center employees might work with first graders one day and sixth graders the next.…
Descriptors: Discussion (Teaching Technique), Science Education, Engineering, Design
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Cellitti, Jessica; Wright, Christopher – Science and Children, 2019
One of the guiding principles highlighted in "A Framework for K-12 Science Education" (NRC 2012) states that "children are born investigators," claiming that students construct their own understanding of the natural world even before they learn about it in formal learning settings. Even if students lack a thorough…
Descriptors: Science Instruction, Teaching Methods, Questioning Techniques, Inquiry
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Hoisington, Cindy; Winokur, Jeff – Science and Children, 2019
At Education Development Center, the authors developed professional learning for teachers that reflects the vision of the "Next Generation Science Standards" ("NGSS") and makes explicit connections between science and language. In the authors' recent project, Literacy and Academic Success for English Learners through Science…
Descriptors: Science Instruction, Inquiry, Teaching Methods, Urban Schools
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Lee, Okhee; Januszyk, Rita – Science and Children, 2019
According to the vision of the "Next Generation Science Standards" (NGSS), science and engineering are language intensive and offer both opportunities and challenges for all students, especially English learners (ELs), who are developing language and disciplinary knowledge and practices simultaneously. To support ELs of varying levels of…
Descriptors: Science Instruction, English Language Learners, Language Proficiency, Formative Evaluation