TY - CHAP
T1 - Interdisciplinary Modeling Instruction
T2 - Helping Fifth Graders Learn About Levers
AU - Helding, Brandon
AU - Megowan-Romanowicz, Colleen
AU - Ganesh, Tirupalavanam
AU - Fang, Shirley
N1 - Funding Information:
The research reported in this chapter was supported, in part, by a grant from the National Science Foundation (#033--7795). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2013, Springer Science+Business Media Dordrecht.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2013
Y1 - 2013
N2 - This chapter examines and comments on a brief teaching experiment in which fifth graders explored levers. The teacher–researcher employed modeling instruction (Hestenes, 1996), an inquiry based pedagogical approach that is widely utilized in high school physics instruction. The method relies on collaborative meaning making by students who work together in small groups on laboratory exercises or problems, whiteboard their findings and share and compare their thinking with other groups at “board meetings” – whole class discussions facilitated by the teacher–researcher. We analyze the teacher–researcher’s choices in designing and managing the learning environment in this setting in an attempt to identify how this instructional method can best be used with students of this age and mathematical sophistication.
AB - This chapter examines and comments on a brief teaching experiment in which fifth graders explored levers. The teacher–researcher employed modeling instruction (Hestenes, 1996), an inquiry based pedagogical approach that is widely utilized in high school physics instruction. The method relies on collaborative meaning making by students who work together in small groups on laboratory exercises or problems, whiteboard their findings and share and compare their thinking with other groups at “board meetings” – whole class discussions facilitated by the teacher–researcher. We analyze the teacher–researcher’s choices in designing and managing the learning environment in this setting in an attempt to identify how this instructional method can best be used with students of this age and mathematical sophistication.
KW - Board Meeting
KW - Modeling Instruction
KW - Realistic Mathematic Education
KW - Simple Machine
KW - Teaching Experiment
UR - http://www.scopus.com/inward/record.url?scp=85101989759&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85101989759&partnerID=8YFLogxK
U2 - 10.1007/978-94-007-6271-8_28
DO - 10.1007/978-94-007-6271-8_28
M3 - Chapter
AN - SCOPUS:85101989759
T3 - International Perspectives on the Teaching and Learning of Mathematical Modelling
SP - 327
EP - 339
BT - International Perspectives on the Teaching and Learning of Mathematical Modelling
PB - Springer Science and Business Media B.V.
ER -