Author: Charles W. BerryPublisher:
ISBN:
Category : Science
Languages : en
Pages : 112
Book Description
The Effectiveness of Two Methods of Teaching Science in the Elementary School
Author: Charles W. BerryPublisher:
ISBN:
Category : Science
Languages : en
Pages : 112
Book Description
The Relative Effectiveness of Two Methods of Teaching Science in the Sixth Grade at the Southeast Elementary School, Leslie, Georgia
Author: Albert BattlePublisher:
ISBN:
Category : Science
Languages : en
Pages : 62
Book Description
The Comparative Effectiveness of Two Methods of Teaching Grade School Science
Author: Elizabeth K. DrenchkoPublisher:
ISBN:
Category : Science
Languages : en
Pages : 190
Book Description
Using Research and Reason in Education
Author: Paula J. StanovichPublisher:
ISBN:
Category : Education
Languages : en
Pages : 42
Book Description
As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
Taking Science to School
Author: National Research CouncilPublisher: 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.
A Comparison of Two Methods of Teaching Science in the Elementary School
Author: Mary Adams GibsonA Study of the Effectiveness of Two Methods of Teaching Science in Grades Four, Five and Six
Author: Edward W. StefaniakPublisher:
ISBN:
Category : Elementary school teaching
Languages : en
Pages : 216
Book Description
A Comparison of the Effectiveness of Two Methods of Teaching General Science
Author: John Darrell BarnardPublisher:
ISBN:
Category : Science
Languages : en
Pages : 288
Book Description
The Relative Effectiveness of Two Methods of Instruction in Teaching the Classificational Concepts of Physical and Chemical Change to Elementary School Children
Author: Alan M. VoelkerPublisher:
ISBN:
Category : Chemistry
Languages : en
Pages : 272
Book Description
Science Teaching Reconsidered
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309175445
Category : Education
Languages : en
Pages : 102
Book Description
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.