SFAA翻訳 [13-18]-[13-20]

| 11:10 | SFAA翻訳 [13-18]-[13-20]を含むブックマーク










Use a Team Approach

The collaborative nature of scientific and technological work should be strongly reinforced by frequent group activity in the classroom. Scientists and engineers work mostly in groups and less often as isolated investigators. Similarly, students should gain experience sharing responsibility for learning with each other. In the process of coming to common understandings, students in a group must frequently inform each other about procedures and meanings, argue over findings, and assess how the task is progressing. In the context of team responsibility, feedback and communication become more realistic and of a character very different from the usual individualistic textbook-homework-recitation approach.

Do Not Separate Knowing From Finding Out

In science, conclusions and the methods that lead to them are tightly coupled. The nature of inquiry depends on what is being investigated, and what is learned depends on the methods used. Science teaching that attempts solely to impart to students the accumulated knowledge of a field leads to very little understanding and certainly not to the development of intellectual independence and facility. But then, to teach scientific reasoning as a set of procedures separate from any particular substance―"the scientific method," for instance―is equally futile. Science teachers should help students to acquire both scientific knowledge of the world and scientific habits of mind at the same time.

Deemphasize the Memorization of Technical Vocabulary

Understanding rather than vocabulary should be the main purpose of science teaching. However, unambiguous terminology is also important in scientific communication and―ultimately―for understanding. Some technical terms are therefore helpful for everyone, but the number of essential ones is relatively small. If teachers introduce technical terms only as needed to clarify thinking and promote effective communication, then students will gradually build a functional vocabulary that will survive beyond the next test. For teachers to concentrate on vocabulary, however, is to detract from science as a process, to put learning for understanding in jeopardy, and to risk being misled about what students have learned.

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