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Previous by Date: Subject: Re: [DCHAS-L] HCl concentration and hazard Date: Sunday, March 5, 2017 at 2:15:57 PM Author: "Stuart, Ralph" <Ralph.Stuart**At_Symbol_Here**KEENE.EDU> |
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On 3/5/2017 2:15 PM, Stuart, Ralph wrote:
There are probably literally hundreds of articles on this idea. One that comes to mind is not an article, but the principles that guided the development of the 1996 National Science Education Standards These have been updated now, but the pedagogy is still sound. In 2006, I was Co-Pi on an NSF grant that utilized this theory to justify giving access to non-science majors to hi-tech equipment. The info below is from Chapter 2 and there are references at the end on p. 24. I am sure tons of studies have been done this this was published.That's an interesting observation. Do you know of literature that this idea is based on?I am a firm believer that middle-of -the-road students get more engaged in the learning when they are doing something hands-on and generating data that is their own and do learn better due to being more engaged.
This
information was taken from Page
19 of the 1996
National Science Education Standards which was guided by
four principles.
The first
two principles and some of the theory behind them are:
Excellence
in
science education embodies the ideal that all students can achieve
understanding of science if they are given the opportunity. The
content
standards describe outcomes??what students should understand and be
able to do,
not the manner in which students will achieve those outcomes.
Students will
achieve understanding in different ways and at different depths as
they answer
questions about the natural world. And students will achieve the
outcomes at
different rates, some sooner than others. But all should have
opportunities in
the form of multiple experiences over several years to develop the
understanding associated with the Standards.
2. Learning science is an active
process ?? Which says in part?|.
Learning
science is something students do, not something that is done to
them. In
learning science, students describe objects and events, ask
questions, acquire
knowledge, construct explanations of natural phenomena, test
those explanations
in many different ways, and communicate their ideas to others.
In the National
Science Education Standards, the term "active process" implies
physical and mental activity. Hands-on activities are not
enough??students also
must have "minds-on" experiences.
Learning
science is something students
do, not something that is done to them.
Science
teaching must involve students in inquiry-oriented
investigations in which they
interact with their teachers and peers. Students establish
connections between
their current knowledge of science and the scientific knowledge
found in many
sources; they apply science content to new questions; they
engage in problem
solving, planning, decision making, and group discussions; and
they experience
assessments that are consistent with an active approach to
learning.
******************************************************************************
We, the willing,
led by the unknowing, are doing the impossible for the
ungrateful. We have done
so much, for so long, with so little, we are now qualified
to do everything
with nothing. Teresa
Arnold
paraphrased from Konstantin
Josef Jire?ek (1854 ?? 1918)
Samuella B. Sigmann, MS, NRCC-CHO
Senior
Lecturer/Safety Committee
Chair/Director of Stockroom
A. R.
Smith Department of Chemistry
Appalachian
State University
525
Rivers Street
Boone,
NC 28608
Phone:
828 262 2755
Fax:
828 262 6558
Email:
sigmannsb**At_Symbol_Here**appstate.edu
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