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ECS3440
| Term | Definition |
|---|---|
| creative thought | To generate ideas. |
| analytic thought | To analyze which ideas are worth pursuing. |
| practical thought | To implement ideas and convince others of the value of our ideas. |
| curiosity | Affective dimension: Wondering, puzzling about something; playing with ideas; following intuition to see what happens. |
| complexity | Affective dimension: Feeling challenged to do things in detailed ways; seeking many different alternatives; bringing order out of chaos; seeing missing parts and sensing how to move between what is and what could be. |
| risk-taking | Affective dimension: A willingness to express ideas to others; the courage to expose self to criticism or failure; the confidence to follow a hunch and "invest" in a humble idea. |
| fluency | Cognitive dimension: Generating a large quantity of relevant responses; following a train of thought; building up collection of related ideas |
| flexibility/adaptability | Cognitive dimension: Approaching things in alternative ways; changing categories as appropriate; viewing the problem from a different perspective. |
| originality | Cognitive dimension: Producing unusual, novel, unique, or clever ideas; combining known ideas into some new form and connecting the seemingly unconnected. |
| elaboration | Cognitive dimension: Filling out ideas and adding interesting details; stretching or expanding on an idea |
| creative potential | Refers to an individual's capacity for behaving in creative ways; it includes the cognitive abilities, processes, and individual dispositions that facilitate creative behavior. |
| creative behavior | A manifestation of creativity. Refers to actions, communicated ideas, or products that result from the interaction between individual potential and situational or cultural influences |
| possibility thinking | A term that characterizes the creative thought process; it occurs when children engage with everyday problems at a deep level pose "what if?" questions. |
| imagination | The ability to form rich and varied mental images or concepts of people, places, things, and situations that are not present. A source of "flexibility" and originality in human thinking. |
| fantasy | When a person uses imagination to create particularly vivid mental images/concepts that are make-believe, impossible, or not yet possible. When children gain + experience possibility thinking & are encouraged to seek unusual solutions, become adept w/ it. |
| critical thinking skills | Seek to know how to understand, ? all things, interpret all data, base judgement on evidence, respect logic, consider consequences of their actions, & demonstrate intellectual independence. |
| bodily-kinesthetic | Gardner's Multiple Intelligences: People are generally adept at physical activities (movement and doing) such as sports and often prefer activities that utilize movement. |
| interpersonal | Gardner's Multiple Intelligences: This area had to do with others. People in this category are usually extroverts and are characterized by their sensitivity to others' moods, feelings, temperaments, and motivations and their ability to cooperate in order. |
| linguistic | Gardner's Multiple Intelligences: People with this intelligence display a facility with word and languages. |
| logical-mathematical | Gardner's Multiple Intelligences: These individuals excel at reasoning capabilities, abstract pattern recognition, scientific thinking and investigation, and the ability to perform complex calculations. |
| intrapersonal | Gardner's Multiple Intelligences: Those who are strongest in this intelligence are typically introverts, self-reflective, and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals, and motivations. |
| spatial | Gardner's Multiple Intelligences: People with strong visual intelligence are typically very good at visualizing and mentally manipulating objects. They have a strong visual memory and are often artistically inclined. |
| musical | Gardner's Multiple Intelligences: Display greater sensitivity to sound rhythms, tones, & music. They normally have good pitch, may even have absolute pitch, & are able to sing, play instruments, & compose music |
| naturalistic | Gardner's Multiple Intelligences: Involves the ability to understand and work effectively in the natural world. This is exemplified by biologists and zoologists. |
| encourage children to ask questions | What is the teacher's role in science? |
| science | An ongoing activity of exploration and the knowledge that comes out of that exploration. |
| 12 months | Children's understanding of physical properties: Actively experiment w/ their environment by trying different actions to see what happens. Discovering cause & effect relationships. Solve simple problems through trial & error attempts |
| observing | Discovering knowledge about the physical world through all the senses. |
| classifying | Organizing information, fitting new information into existing categories or changing categories to fi the new information. |
| exploring materials | Discovering properties of objects and how things work, seeing how things change when they are acted upon by people or events (ex: mixing 2 colors together) |
| drawing conclusions | Offer explanations for what one observes, predicting (accurately or not) what will happen. |
| communicating ideas | Sharing thoughts about the world with others through talking, drawing, writing, or other means of representation. |
| emphasize process & product | When children required to color pictures neatly in designated areas, cut out predetermined shapes on the line, paste them in a certain way. Activities such as these communicate the message that children's original artwork is inferior to that of adults. |
| value originality rather than conformity | The essence of art is to break, rather than perpetuate, stereotypes. Creativity is not following the dots or painting by numbers. |
| allow children to retain ownership | When children choose their own ideas/subject matter, have the freedom to express their ideas in their own way, and have the right to organize their art in their own way using the media of their choice. |
| scientific inquiry | Refers to the diverse ways in which scientists study the natural world. Also refers to the activities of children in which they develop knowledge and understanding of scientific ideas. |
| asking questions, planning investigations, collecting and interpreting data, and sharing their findings | When children are engaged in scientific inquiry, they are... |
| multifaceted | Activity that involves making observations, posing ?s, examining sources of info, planning investigations, reviewing current knowledge, using tools to gather/analyze/interpret data, proposing answers/explanations/predictions, & communicating results. |
| guided discovery | Inquiry-based strategy: supply the initial questions, provide relevant materials, listen, let them come up with answers, engage all children, encourage them to explore, arrange conversations and encourage them to come up with explanations. |
| problem based learning | Children are presented with a challenge: students learn about a subject through the experience of solving an open-ended problem. |
| observing | Process skill: becoming aware of an object or event by using any of the senses to identify properties. |
| measuring | Process skill: making quantitative observations by comparing to a conventional or nonconventional standard. |
| classifying | Process skill: sorting objects, events, or information representing objects or events in classes according to some method or system. |
| communicating | Process skill: giving verbal or written explanations or graphic representations of observations. |
| inferring | Process skill: drawing a conclusion based on prior experience |
| predicting | Process skill: making a forecast of future events or conditions expected to exist |
| observation skills | When children do the following, they are showing _____________. Identify properties of objects by using any or all senses; state noticeable changes; state noticeable similarities/differences in objects or events. |
| measuring skills | When children do the following, they are showing ______________. Arrange objects in sequence by length (shortest-longest), weight, volume (least-greatest), chronologically, & numerically; use standard tools (such as meter/yard stick, ruler, clock, etc) |
| guess | A statement based on no data or very little data. |
| prediction | A statement based on a lot of data. |
| organization | 9 Big Ideas: K-2 students can be introduced to this concept by sorting objects like leaves, shells, and rocks according to their characteristics. |
| cause and effect | 9 Big Ideas: Nature behaves in predictable ways. Searching for explanations in the major activity of science effects cannot occur without causes. Students can learn about this by observing the effect that light, water, and warmth have on seeds and plants. |
| systems | 9 Big Ideas: A whole composed of parts arranged in order according to plan. Involve matter/energy/info that move through pathways. # matter, energy, info, & rate at which they are transferred through the over time. Students understand by studying balance. |
| scale | 9 Big Ideas: Refers to quantity, both relative and absolute. Thermometers, rulers, and weighing devices help children see that objects and energy vary in quantity. |
| models | 9 Big Ideas: We can create or design objects that represent other things. Difficult concept for young children. |
| change | 9 Big Ideas: The natural world continually does this, although some things may be too slow to observe. Children can observe the positions/shape of the moon. Can also observe & describe the properties of water when it boils, melts, evaporates, and freezes, |
| structure and function | 9 Big Ideas: A relationship exists between the way organisms & objects look (feel, smell, sound, and taste) & what they do. Children can infer what a bird eats by studying the structure of its beak. |
| variation | 9 Big Ideas: Children need to understand that all organisms and objects have distinctive properties. For example, living and nonliving things. |
| diversity | 9 Big Ideas: The most obvious characteristic of the natural world. Pre-K students know there are many types of objects and organisms. Young students need to begin understanding that this is essential for natural systems to survive. Can observe a pond. |
Created by:
glou22