Author: European Commission
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 28

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Book Description
Recoge: 1. Background analysis - 2. Mandate-work carried out - 3. Findings - 4. Recommendations - 5. Conclusion - 6. Appendices.

Author: Rodger W. Bybee
Publisher:
ISBN: 9781681406015
Category : Engineering
Languages : en
Pages : 0

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Book Description
In response to " these unconventional and uncertain years," veteran educator Rodger W. Bybee has written a book that' s as thought-provoking as it is constructive. Now more than ever, he writes, America needs reminders of both the themes that made it great in the first place and STEM' s contributions to its citizens." Science educators must address STEM issues at local, national, and global levels. And teachers should help students tackle today' s problems with new approaches to STEM learning that complement traditional single-discipline programs. STEM Education Now More Than Ever addresses these themes through four wide-ranging sections. Parts of the book are what you might expect from a longtime thought leader in science education. In light of the 2016 election and recent assaults on science' s validity, Bybee strongly asserts the need for a new case for STEM education. Other parts may not seem typical for a book on STEM. He writes about the Enlightenment, the U.S. Constitution, democracy, and citizenship as reminders of the effects of STEM disciplines on America' s foundational ideas and values. In the end, Bybee ties it all together with positive, practical recommendations. A major one involves newer, faster ways to help teachers develop STEM units that address contemporary challenges in their classes. Another involves the importance of strong leadership from teachers and the STEM education community-- leadership Bybee believes we need now more than ever.

Author: Mark Windschitl
Publisher: Harvard Education Press
ISBN: 1682531643
Category : Education
Languages : en
Pages : 455

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Book Description
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400

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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Author: Glen S. Aikenhead
Publisher: Teachers College Press
ISBN: 9780807746349
Category : Education
Languages : en
Pages : 194

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Book Description
This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223

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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: Kathy Cabe Trundle
Publisher: Springer
ISBN: 9401795053
Category : Science
Languages : en
Pages : 390

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Book Description
This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed and methodological and theoretical advances are suggested.

Author: P.J. Fensham
Publisher: Springer Science & Business Media
ISBN: 9781402014673
Category : Science
Languages : en
Pages : 276

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Book Description
Research in science education is now an international activity. This book asks for the first time, Does this research activity have an identity? -It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provide evidence for an identity as a distinctive field of research. -It considers trends in the research over time, and looks particularly at what progression in the research entails. -It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person. -It addresses the relation between research and practice in a manner that sees teaching and learning in the science classroom as interdependent with national policies and curriculum traditions about science. It gives graduate students and other early researchers an unusual overview of their research area as a whole. Established researchers will be interested in, and challenged by, the identity the author ascribes to the research and by the plea he makes for the science content itself to be seen as problematic.

Author: J. Myron Atkin
Publisher: Teachers College Press
ISBN: 0807743186
Category : Education
Languages : en
Pages : 209

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Book Description
Two international leaders offer important insights into the ways in which the discipline of science education has developed and how school curriculum has been shaped by both scientific discovery and social change. J Myron Atkin (U.S.) and Paul Black (U.K.) share their vast and varied experiences in this historical account that chronicles the many developments in the field from the end of World War II to the present. The chapters in this volume cover: the aims and politics of science education, curriculum development, subject matter boundaries, pedagogy and learning, assessment and evaluation, educational research and practice, and the teaching profession. Each theme is introduced in its historical and philosophical context, with current issues emphasized. The authors then analyze these themes by drawing on relevant episodes from their transatlantic careers. These episodes act as a springboard for developing insights into each theme, including comparisons between educational practices in the United States and the United Kingdom. Featuring compelling examples and a cohesive presentation, this groundbreaking volume is essential reading for anyone making decisions about the future of science education.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133831
Category : Education
Languages : en
Pages : 404

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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.