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Author: Astrid Guillaume Publisher: John Wiley & Sons ISBN: 1786305798 Category : Science Languages : en Pages : 240
Book Description
This book demonstrates the federative power of the methodology of the sciences of culture by exploiting its critical, historical, and comparative principles to address both cultural objects and disciplines that report on them. Scientific activity is rethought in its dimension of interpretative act responsible for both the human and the non-human. This book fills a gap by reconnecting in an innovative and original way the scientific, artistic and ethico-political spheres.
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: Cornelia Dean Publisher: Harvard University Press ISBN: 067497896X Category : Science Languages : en Pages : 297
Book Description
A Los Angeles Times Book Prize Finalist Most of us learn about science from media coverage, and anyone seeking factual information on climate change, vaccine safety, genetically modified foods, or the dangers of peanut allergies has to sift through an avalanche of bogus assertions, misinformation, and carefully packaged spin. Cornelia Dean draws on thirty years of experience as a science reporter at the New York Times to expose the tricks that handicap readers with little background in science. She reveals how activists, business spokespersons, religious leaders, and talk show hosts influence the way science is reported and describes the conflicts of interest that color research. At a time when facts are under daily assault, Making Sense of Science seeks to equip nonscientists with a set of critical tools to evaluate the claims and controversies that shape our lives. “Making Sense of Science explains how to decide who is an expert, how to understand data, what you need to do to read science and figure out whether someone is lying to you... If science leaves you with a headache trying to figure out what’s true, what it all means and who to trust, Dean’s book is a great place to start.” —Casper Star-Tribune “Fascinating... Its mission is to help nonscientists evaluate scientific claims, with much attention paid to studies related to health.” —Seattle Times “This engaging book offers non-scientists the tools to connect with and evaluate science, and for scientists it is a timely call to action for effective communication.” —Times Higher Education
Author: Lisa M. Osbeck Publisher: Cambridge University Press ISBN: 1139495135 Category : Psychology Languages : en Pages : 285
Book Description
Science as Psychology reveals the complexity and richness of rationality by demonstrating how social relationships, emotion, culture, and identity are implicated in the problem-solving practices of laboratory scientists. In this study, the authors gather and analyze interview and observational data from innovation-focused laboratories in the engineering sciences to show how the complex practices of laboratory research scientists provide rich psychological insights, and how a better understanding of science practice facilitates understanding of human beings more generally. The study focuses not on dismantling the rational core of scientific practice, but on illustrating how social, personal, and cognitive processes are intricately woven together in scientific thinking. The book is thus a contribution to science studies, the psychology of science, and general psychology.
Author: Astrid Guillaume Publisher: John Wiley & Sons ISBN: 1786305798 Category : Science Languages : en Pages : 240
Book Description
This book demonstrates the federative power of the methodology of the sciences of culture by exploiting its critical, historical, and comparative principles to address both cultural objects and disciplines that report on them. Scientific activity is rethought in its dimension of interpretative act responsible for both the human and the non-human. This book fills a gap by reconnecting in an innovative and original way the scientific, artistic and ethico-political spheres.
Author: Elizabeth A. Davis Publisher: Routledge ISBN: 9781138386952 Category : Languages : en Pages : 260
Book Description
Grounded in empirical research, this book offers concrete pathways to redirect attention away from activity-oriented and vocabulary-centered elementary science teaching and towards elementary science teaching that privileges sensemaking. Outlining a clear vision for this shift using empirically-grounded tools, pedagogies and practices to support teacher learning and development, this edited volume reveals how teachers can best engage in teaching that supports meaningful learning and understanding in elementary science classrooms. Divided into three sections, this book demonstrates the skills, knowledge bases and research-driven practices necessary to make a fundamental shift towards a focus on students' ideas and reasoning and covers topics such as: An introduction to sensemaking in elementary science Positioning students at the center of sensemaking Planning and enacting investigation-based science discussions Designing a practice-based elementary teacher education program Reflections on science teacher education and professional development for reform-based elementary science In line with current reform efforts, including the Next Generation Science Standards (NGSS), Sensemaking in Elementary Science is the perfect addition for graduate students and researchers in science education, elementary education and STEM education, who are looking to explore effective practice, approaches and development within the elementary science classroom.
Author: Cody Sandifer Publisher: ISBN: Category : Communication in science Languages : en Pages : 1064
Book Description
In this study, I adopted a combined individual and sociocultural perspective on learning in order to investigate small-group discussions in an inquiry-based middle school science classroom. The specific purpose of the study was to answer the following research questions: (a) How can we classify students' sense-making statements? (b) To what extent do students engage in sense-making discussion (SMD)? and (c) Which factors provide support for students' SMD? To answer these questions, two groups were videotaped during the Interactions and Motion unit from the Constructing Ideas in Physical Science middle school curriculum. To classify students' sense-making statements, I developed a six-component framework for sense-making discussion. My six components of sense-making discussion are: predicting a phenomenon or experimental outcome; clarifying the facts of a phenomenon or experimental result; describing and explaining a phenomenon or experimental result; defining, describing, clarifying, and connecting scientific concepts, procedures, processes, and representations; testing knowledge compatibility; and making a request for any of the above. The extent of students' sense-making discussions was established by (a) documenting instances of student sense-making according to the six component scheme, and then forming distributions of sense-making instances, and (b) calculating the percentage of time that groups dedicated to sense-making discussion. To determine the influence that various factors have on students' sense-making discussions, I first drew on the research in collaboration, discourse, and nonverbal sense-making to arrive at an initial list of personal, group, task, and contextual factors that would likely influence the SMD in this study. I then picked out significant quantitative differences in sense-making between groups, students, and different portions of the curriculum (cycles, sub-sections, etc.), and determined to what extent the initial list of factors contributed to the significant differences in SMD, and also to what extent any additional factors contributed to these differences. My analysis showed that many of the factors from the initial list helped to explain the differences in sense-making. I also identified six other factors that contributed to these differences: capacity for intra-group guidance, intellectual capacity, time available for sense-making, external guidance, awareness of the curriculum structure, and an awareness and valuing of the curriculum goals.
Author: Astrid Guillaume
Author: Christina V. Schwarz
Author: Cornelia Dean
Author: Lisa M. Osbeck
Author: Astrid Guillaume
Author: Steven Yearley
Author: Elizabeth A. Davis
Author: Cody Sandifer
Author: Arthur James Wells
Author: Charles Ernest Chadsey
Author: Arthur Frederick Sheldon