Abstract
Many elementary science teachers approach science as a body of knowledge. Thus, instruction is didactic, emphasizing the teacher-led presentation and memorization of information. This approach often fails to facilitate intrinsic motivation, utilize critical thinking, foster perceptions of relevance or utility, or capture the authentic flavor of inquiry-based science. The Extended Case Study (ECS) strategy offers elementary science teachers the potential to achieve many of those outcomes. This approach uses a community-based, science-related social issue (SRSI) as an instructional context to identify and develop science concepts as well as skills such as information processing, research methods, and decision making. This report describes how a class of Wisconsin fifth graders used the ECS approach to understand, analyze, investigate, and act on a science-related social issue in their community. The ECS approach provides a vehicle for teachers to coordinate an interdisciplinary Science-Technology Society or environmental education perspective with science knowledge and critical thinking in the elementary science classroom.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
