Some things never change, and one o

Some things never change, and one of those things is the focus on literacy in the elementary years. As long-time proponents of inquiry, we would like to share ways to effectively use trade books within the 5E learning cycle inquiry teaching/learning model. The National Science Education Standards (NRC 1996) note that science is more than doing activities—scientiic literacy includes communication, reading, conversation, and using evidence to evaluate arguments. This considerable overlap in the process skills of both reading comprehension and scientiic inquiry creates an ideal opportunity for integration.

Trade books can be used in all phases of the learning cycle to support effective teaching and learning
Romance and Vitale (1992) found that texts and other noniction science books can be effective tools for teaching reading, as the science activities give learners a purpose for their reading. In this article, we provide examples of trade books appropriate for each phase and identify ways to incorporate their use. The Five EsThe learning cycle originally developed by Atkin and Karplus (1962 included three stages—exploration concept introduction, and concep application. Eventually, the mode

added an assessment step and evolved into a ive-step cycle—engage, explore, explain, extend, and evaluate (BSCS 1992; Bybee 1997 [Figure 1]).Trade Books for the Engage PhaseThe engage phase begins with tapping students’ prior knowledge and experiences and serves to set up a question for the students. Books that help to generate questions are most appropriate for the engage phase. Such books may: suggest a problem to be ixed (as in the environmental example below);allow students to make predictions; pose an activity; or pique curiosity, which can be used to develop student questions.

Lynne Cherry’s A River Ran Wild (1992) tells the story of the Nashua River in Massachusetts and New Hampshire. The narrative follows the settlement and development of the area, as the river became polluted and then was restored. This book can be used to set up a water iltration activity for grades 4–6 by creating a model of the river. As the story is read, the teacher adds “pollutants” that represent what is happening to the river in the story.
The explore phase focuses on an activity (usually hands-on) that seeks to answer a question. Younger children, or those that are new to inquiry, need to practice answering and developing questions before participating in full inquiry to answer their own questions. With this goal in mind, we have identiied a category of books that pose readily testable questions. These types of books are often designed to be read and then put aside for investigation. Simon and Fauteux have a series, including Let’s Try It Out in the Air (2001), which contains many simple

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Beberapa hal tidak pernah berubah, dan salah satu hal adalah fokus pada keaksaraan tahun dasar. Sebagai pendukung lama penyelidikan, kami ingin berbagi cara efektif menggunakan buku perdagangan dalam 5E belajar siklus permintaan pembelajaran model. National Science Education Standards (NRC 1996) dicatat bahwa sains adalah lebih dari melakukan kegiatan — scientiic keaksaraan termasuk komunikasi, pembacaan, percakapan, dan menggunakan bukti untuk mengevaluasi argumen. Tumpang tindih ini cukup besar dalam proses keterampilan kedua membaca pemahaman dan scientiic permintaan menciptakan kesempatan yang ideal untuk integrasi.Perdagangan buku dapat digunakan dalam semua tahap dari siklus belajar untuk mendukung efektif pengajaran dan pembelajaranRomance dan Vitale (1992) menemukan bahwa teks dan buku-buku ilmu noniction lain dapat menjadi alat yang efektif untuk mengajar membaca, sebagai kegiatan ilmu memberikan peserta didik tujuan untuk membaca mereka. Dalam artikel ini, kami menyediakan contoh perdagangan buku-buku yang sesuai untuk setiap fase dan mengidentifikasi cara untuk menggabungkan penggunaan mereka. Konserling lima yang belajar siklus awalnya dikembangkan oleh Atkin dan Karplus (1962 termasuk tiga tahap — pengenalan konsep eksplorasi, dan concep aplikasi. Akhirnya, modusditambahkan langkah penilaian dan berevolusi menjadi sebuah siklus ive-langkah — terlibat, menjelajahi, menjelaskan, memperluas, dan mengevaluasi (BSCS 1992; Bybee 1997 [angka 1]). Perdagangan buku untuk terlibat PhaseThe terlibat fase dimulai dengan menekan siswa pengetahuan dan pengalaman dan berfungsi untuk mengatur sebuah pertanyaan bagi siswa. Buku-buku yang membantu untuk menghasilkan pertanyaan paling sesuai untuk tahap terlibat. Seperti buku Mei: menunjukkan masalah menjadi Lumpur dari (seperti dalam lingkungan contoh di bawah); memungkinkan siswa untuk membuat prediksi; menimbulkan suatu aktifitas atau kekesalan keingintahuan, yang dapat digunakan untuk mengembangkan siswa pertanyaan.Lynne Cherry Sungai Ran liar (1992) menceritakan kisah Sungai Nashua di Massachusetts dan New Hampshire. Cerita berikut penyelesaian dan pembangunan daerah, seperti sungai menjadi tercemar dan kemudian dipulihkan. Buku ini dapat digunakan untuk mengatur aktivitas iltration air untuk kelas 4 – 6 dengan menciptakan model sungai. Ketika membaca cerita, guru menambahkan "polusi" yang mewakili apa yang terjadi pada Sungai dalam cerita.The explore phase focuses on an activity (usually hands-on) that seeks to answer a question. Younger children, or those that are new to inquiry, need to practice answering and developing questions before participating in full inquiry to answer their own questions. With this goal in mind, we have identiied a category of books that pose readily testable questions. These types of books are often designed to be read and then put aside for investigation. Simon and Fauteux have a series, including Let’s Try It Out in the Air (2001), which contains many simple