Search results for: taking-science-to-school

Taking Science to School

Author : National Research Council
File Size : 65.18 MB
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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.

Taking Science to School

Author : National Research Council
File Size : 80.83 MB
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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 science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--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.

Taking Science Home

Author :
File Size : 34.65 MB
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This book narrates two teachers’ experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers’ understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers’ positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts.

Science Proficiency and Course Taking in High School

Author : Timothy Madigan
File Size : 40.23 MB
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Science proficiency and course taking in high school the relationship of science course taking patterns to increases in science proficiency between 8th and 12th grades

Author :
File Size : 34.98 MB
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Teaching Science in Elementary and Middle School

Author : Joseph S. Krajcik
File Size : 70.97 MB
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Teaching Science in Elementary and Middle School integrates principles of learning and motivation with practical teaching ideas for implementing them. Paralleling what scientists do, project-based learning (PBL) represents the essence of inquiry and the nature of science, and engages children and teachers in investigating meaningful, real-world questions about the world around them. This text provides concrete strategies on teaching using a project-based approach and on meeting the principles in A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). Features include strategies for planning long-term, interdisciplinary, student-centered units; scenarios to help readers situate new experiences; and a wealth of supplementary material on the Companion Website. Features in the Fifth Edition: Integrates research-based findings from the National Research Council’s Taking Science to School, A Framework for K–12 Science Education, and NGSS to engage learners and help them make sense of phenomena in using disciplinary core ideas, science and engineering practices, and crosscutting concepts Gives attention to cultural diversity throughout the chapters, with an added focus on working with English Language Learners Describes how to develop and use assessments that require students to make use of their knowledge to solve problems or explain phenomena Illustrates how to use PBL to make connections to Common Core Standards for Mathematics and English Language Arts Provides examples of project-based lessons and projects to illustrate how teachers can support children in engaging in scientific and engineering practices, such as asking questions, designing investigations, constructing models and developing evidence-based explanation

Science Learning and Inquiry with Technology

Author : Diane Jass Ketelhut
File Size : 28.10 MB
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When implemented effectively, technology has great potential to positively connect with learning, assessment, and motivation in the context of K–12 science education and inquiry. Written by leading experts on technology-enhanced science learning and educational research, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience. With chapters on the fundamentals of science learning and assessment, integration of technology into classrooms, and examples of specific technologies, this concise volume is designed for any course on science learning that includes technology use in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike.

Studies in Science Education in the Asia Pacific Region

Author : May Hung Cheng
File Size : 79.36 MB
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Consistent with international trends, there is an active pursuit of more engaging science education in the Asia-Pacific region. The aim of this book is to bring together some examples of research being undertaken at a range of levels, from studies of curriculum and assessment tools, to classroom case studies, and investigations into models of teacher professional learning and development. While neither a comprehensive nor definitive representation of the work that is being carried out in the region, the contributions—from China, Hong Kong, Taiwan, Korea, Japan, Singapore, Australia, and New Zealand—give a taste of some of the issues being explored, and the hopes that researchers have of positively influencing the types of science education experienced by school students. The purpose of this book is therefore to share contextual information related to science education in the Asia-Pacific region, as well as offering insights for conducting studies in this region and outlining possible questions for further investigation. In addition, we anticipate that the specific resources and strategies introduced in this book will provide a useful reference for curriculum developers and science educators when they design school science curricula and science both pre-service and in-service teacher education programmes. The first section of the book examines features of science learners and learning, and includes studies investigating the processes associated with science conceptual learning, scientific inquiry, model construction, and students’ attitudes towards science. The second section focuses on teachers and teaching. It discusses some more innovative teaching approaches adopted in the region, including the use of group work, inquiry-based instruction, developing scientific literacy, and the use of questions and analogies. The third section reports on initiatives related to assessments and curriculum reform, including initiatives associated with school-based assessment, formative assessment strategies, and teacher support accompanying curriculum reform. The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781315717678, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Responsive Teaching in Science and Mathematics

Author : Amy D. Robertson
File Size : 60.29 MB
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Answering calls in recent reform documents to shape instruction in response to students’ ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both research and teaching. Case studies across the curriculum from elementary school through adult education illustrate the variety of forms this approach to instruction and learning can take, what is common among them, and how teachers and students experience it. The cases include intellectual products of students’ work in responsive classrooms and address assessment methods and issues. Many of the cases are supplemented with online resources (http://www.studentsthinking.org/rtsm) including classroom video and extensive transcripts, providing readers with additional opportunities to immerse themselves in responsive classrooms and to see for themselves what these environments look and feel like.

Theory and Methods for Sociocultural Research in Science and Engineering Education

Author : Gregory J. Kelly
File Size : 50.69 MB
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Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.