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Author: Carla Zembal-Saul Publisher: Prentice Hall ISBN: 9780132117265 Category : Education Languages : en Pages : 162
Book Description
With the view that children are capable young scientists, authors encourage science teaching in ways that nurture students' curiosity about how the natural world works including research-based approaches to support all K-5 children constructing scientific explanations via talk and writing. Grounded in NSF-funded research, this book/DVD provides K-5 teachers with a framework for explanation (Claim, Evidence, Reasoning) that they can use to organize everything from planning to instructional strategies and from scaffolds to assessment. Because the framework addresses not only having students learn scientific explanations but also construct them from evidence and evaluate them, it is considered to build upon the new NRC framework for K-12 science education, the national standards, and reform documents in science education, as well as national standards in literacy around argumentation and persuasion, including the Common Core Standards for English Language Arts (Common Core State Standards Initiative, 2010).The chapters guide teachers step by step through presenting the framework for students, identifying opportunities to incorporate scientific explanation into lessons, providing curricular scaffolds (that fade over time) to support all students including ELLs and students with special needs, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.
Author: Carla Zembal-Saul Publisher: Prentice Hall ISBN: 9780132117265 Category : Education Languages : en Pages : 162
Book Description
With the view that children are capable young scientists, authors encourage science teaching in ways that nurture students' curiosity about how the natural world works including research-based approaches to support all K-5 children constructing scientific explanations via talk and writing. Grounded in NSF-funded research, this book/DVD provides K-5 teachers with a framework for explanation (Claim, Evidence, Reasoning) that they can use to organize everything from planning to instructional strategies and from scaffolds to assessment. Because the framework addresses not only having students learn scientific explanations but also construct them from evidence and evaluate them, it is considered to build upon the new NRC framework for K-12 science education, the national standards, and reform documents in science education, as well as national standards in literacy around argumentation and persuasion, including the Common Core Standards for English Language Arts (Common Core State Standards Initiative, 2010).The chapters guide teachers step by step through presenting the framework for students, identifying opportunities to incorporate scientific explanation into lessons, providing curricular scaffolds (that fade over time) to support all students including ELLs and students with special needs, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.
Author: National Research Council Publisher: National Academies Press ISBN: 0309133831 Category : Education Languages : en Pages : 404
Book Description
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
Author: Joseph S. Krajcik Publisher: Routledge ISBN: 1136287760 Category : Education Languages : en Pages : 421
Book Description
Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. In project-based science classrooms students investigate, use technology, develop artifacts, collaborate, and make products to show what they have learned. Paralleling what scientists do, project-based science represents the essence of inquiry and the nature of science. Because project-based science is a method aligned with what is known about how to help all children learn science, it not only helps students learn science more thoroughly and deeply, it also helps them experience the joy of doing science. Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K–12 Science Education" textboxes. More concise than previous editions, the Fourth Edition offers a wealth of supplementary material on a new Companion Website, including many videos showing a teacher and class in a project environment.
Author: Christina V. Schwarz Publisher: NSTA Press ISBN: 1941316956 Category : Education Languages : en Pages : 393
Book Description
When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you.
Author: National Research Council Publisher: National Academies Press ISBN: 0309074339 Category : Education Languages : en Pages : 633
Book Description
How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education.
Author: Norman G. Lederman Publisher: Allyn & Bacon ISBN: Category : Education Languages : en Pages : 404
Book Description
Solidly based on the National Science Education Standards and Benchmarks for Science Literacy, this new elementary science methods text immerses students into the context of classroom instruction through the authors' unique approach using The Teaching Cycle.The text is divided into three major sections or clusters of chapters: Goals of Science Instruction, Setting the Stage, and The Teaching Cycle. The first two sections provide the theoretical and practical foundations for instruction, while the third section provides content.Section I presents an overall view of science as a way of knowing and eventually develops an argument for why science should be included in the curriculum at all. Section II emphasizes the importance of connecting lessons and avoiding the tendency to present individual science lessons in isolation.The major content chapters comprising Section III--The Teaching Cycle (Life/Environmental Science, Physical Science, Earth and Space Science)--each incorporate the traditional topics of methods courses, e.g., demonstrations, laboratories, classroom management, assessment, developmental psychology, etc. concepts and themes common to national reforms.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309380189 Category : Education Languages : en Pages : 257
Book Description
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Author: Robyn M. Gillies Publisher: CRC Press ISBN: 1000036316 Category : Education Languages : en Pages : 92
Book Description
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
Author: National Research Council Publisher: National Academies Press ISBN: 0309064767 Category : Education Languages : en Pages : 223
Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Author: Carla Zembal-Saul
Author: Carla Zembal-Saul
Author: National Research Council
Author: Joseph S. Krajcik
Author: Christina V. Schwarz
Author: National Research Council
Author: John M. Court
Author: Norman G. Lederman
Author: National Academies of Sciences, Engineering, and Medicine
Author: Robyn M. Gillies
Author: National Research Council