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Essay / Research Paper Abstract
A 12 page research paper that examines a learning activity and applies three theoretical perspectives to its context. Specifically, the theoretical approaches explored are content area learning, motivational theory and self-regulation theory. Examination of related science activities, all having to do with the topic area of bats, within this framework demonstrates how each perspective addresses a different area of learning. Collectively, however, this examination also shows how each theoretical perspective contributes to creating a rich science environment. Bibliography list s 5 sources.
Page Count:
12 pages (~225 words per page)
File: D0_khbats3.rtf
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Unformatted sample text from the term paper:
"scientific processes," in which the students ask "real-world questions and seek real-world solutions" (Krantz and Barrow, 2003, p. 29). In accordance with this philosophy, Krantz and Barrow (2003) propose a
series of science activities that integrate a specific content learning area in accordance with National Education Science Standards. The following examination of this learning activity applies three theoretical perspectives
to its context. Specifically, the theoretical approaches explored are content area learning, motivational theory and self-regulation theory. Examination of related science activities, all having to do with the topic area
of bats, within this framework demonstrates how each perspective addresses a different area of learning. Collectively, however, this examination also shows how each theoretical perspective contributes to creating a rich
science environment, in which educators can spend time teaching science content without allowing it to detract from time spent on other disciplines, which is a structure ideally aligned with National
Science Standards (Krantz and Barrow, 2003). Content Area Learning Instructional objectives : Bats fascinate children and adults at least partially due to the fact that the reality of these animals
is obscured by myth, legend and folklore (Krantz and Barrow, 2003). They are frequently portrayed as being sinister creatures, roaming the night in search of blood. In reality, bats are
warm-blooded mammals that bear life young and most are insect-eaters (Krantz and Barrow, 2003). Considering the many misconceptions about bats that are popular, it is not surprising that children also
have misconceptions concerning bats. This activity address these misconceptions. In exploring what the students know and do not know about the topic, Krantz and Barrow (2003) suggest employing the
"K-W-L inquiry method" as a means for helping students explore their current content knowledge. The K represents what the students already know, the W represents what they want to know
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