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Unifying Science Through Big Ideas: Connecting Concepts and Processes in Education

The structure of textbook information is critical for enhancing student understanding in science. Big Ideas serve as a conceptual framework that links various disciplines, making science relevant and engaging. By repeatedly visiting these themes through activities and discussions, students gain a clearer rationale for learning, answering the "So what?" question. Ultimately, this approach helps students recognize that science is not only interesting and understandable, but also applicable to everyday life. Synthesized from research by Bianchini (1998) and presented by J. Longfield.

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Unifying Science Through Big Ideas: Connecting Concepts and Processes in Education

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  1. Unit Organization • Topics—structure of textbook information • Themes—“conceptual and procedural • schemes [that] unify science disciplines” • Big Idea . . . • concept or interesting question • visited repeatedly—activities, assignments, discussions • useful way to organize content & flow of instruction • gives students rational for learning—So what? • . . . so students learn that science is • relevant,interesting, & understandable Synthesized by J. Longfield from: Bianchini. J.A. (1998) “What’s the Big Idea.” pgs. 40-43. Science & Children, Oct. 1998.

  2. Big Ideas Are Key • Because they help students • see relationship between • science & everyday things • link concepts & processes • make connections across • science disciplines • . . . so students learn that science is • relevant,interesting, & understandable Synthesized by J. Longfield from: Bianchini, J.A. (1998). “What’s the Big Idea.” Science and Children, pgs. 40-43, Oct. 98.

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