More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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Understanding natural phenomena in science can be difficult for many students. Developing and using models can help them make sense of these phenomena; however, when students and teachers think about “science models” they often think of something like an edible cell, which is definitely not a scientific model.
My students are scientists and scientists make sense of the world by using mental and conceptual models such as diagrams, physical replicas, mathematical representations, analogies, or computer simulations to explain or make predictions about natural phenomena and processes.
The materials requested in this grant are low-tech tools to help all students develop multiple types of models that represent their understanding. Drawing on chart paper or table tops with chalk markers gives students the opportunity to make their thinking visible to their classmates and to me. Calculators are another tool students use to analyze data and develop models in class. This approach also lends itself incredibly well to collaboration and discussion while engaging students in scientific explorations and investigations. When students are doing science, solving real problems, and explaining real-life phenomena they begin to see themselves as scientists.
About my class
Understanding natural phenomena in science can be difficult for many students. Developing and using models can help them make sense of these phenomena; however, when students and teachers think about “science models” they often think of something like an edible cell, which is definitely not a scientific model.
My students are scientists and scientists make sense of the world by using mental and conceptual models such as diagrams, physical replicas, mathematical representations, analogies, or computer simulations to explain or make predictions about natural phenomena and processes.
The materials requested in this grant are low-tech tools to help all students develop multiple types of models that represent their understanding. Drawing on chart paper or table tops with chalk markers gives students the opportunity to make their thinking visible to their classmates and to me. Calculators are another tool students use to analyze data and develop models in class. This approach also lends itself incredibly well to collaboration and discussion while engaging students in scientific explorations and investigations. When students are doing science, solving real problems, and explaining real-life phenomena they begin to see themselves as scientists.