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Author: Richard J. Rezba
Publisher: Kendall Hunt
ISBN: 9780787277796
Category : Science
Languages : en
Pages : 322
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Book Description
Author: Richard J. Rezba
Publisher: Kendall Hunt
ISBN: 9780787277796
Category : Science
Languages : en
Pages : 322
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Book Description
Author: Richard J Rezba
Publisher:
ISBN: 9781524924713
Category :
Languages : en
Pages : 376
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Book Description
Author: Richard J. Rezba
Publisher:
ISBN: 9780757537844
Category : Science
Languages : en
Pages : 0
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Book Description
and Assessing Science Process Skill
Author: James H. Funk
Publisher:
ISBN: 9780787201715
Category :
Languages : en
Pages : 228
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Book Description
Author: Wynne Harlen
Publisher: SAGE
ISBN: 1446245454
Category : Education
Languages : en
Pages : 264
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Book Description
`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged five to 12 years. The author details a constructivist view of learning, which recognizes that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation. The wide range of topics covered include: The nature of students′ learning in science The goals of science education Gathering and interpreting information about students′ ′s ideas Helping development of scientific ideas Gathering and interpreting evidence of students′ enquiry skills and attitudes Strategies for helping development of students′ qnquiry skills and attitudes The learner′s role in learning Summarising and reporting learning Motivating learning Teachers and children′s questions Resources for learning science Managing science in the school Each chapter features useful summaries, points for reflection and further reading, making this acclaimed book indispensable reading for all primary and practitioners and students who want a book that will authoritatively inform, inspire and instruct their science teaching.
Author: H. James Funk
Publisher: Kendall/Hunt Publishing Company
ISBN:
Category : Science
Languages : en
Pages : 228
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Book Description
Science process skills are the skills that scientists use to study and investigate the world. They are the vehicle for generating content and a means by which concepts are formed. This book is presented in three parts. Part 1 attends to the kinds of science skills appropriate for preschool and the lower elementary grades including observation, classification, communication, measurement, prediction and influence. Part 2 includes the more complex, integrated skills that are needed to plan and conduct controlled scientific investigations. Part 3 provides a guide to teaching scientific facts and concepts through process skills. Each chapter contains objectives, lists of materials, suggested directions and blanks for responses, self-check questions, and extension activities. The activities are designed to allow students to work at their own pace. At the end of each chapter, a mastery test is provided. An appendix lists simple, inexpensive materials that are needed to do the exercises in this book. (CW)
Author: Randy L. Bell
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 292
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Book Description
Engage your students with inquiry-based lessons that help them think like scientists! "[This] book...has made such a difference in my teaching of science this school year. I have had some of the most amazing science lessons and activities with my students and I attribute this to what I learned from...[this] book... I have watched my 5th grade students go from being casual observers in science to making some amazing observations that I even missed. We enjoy our class investigations and the students ask for more!" --Alyce F. Surmann, Sembach Middle School "Teachers will relate well to the author's personal stories and specific examples given in the text, especially the ones about events in his own classroom.... like having the grasshoppers escape into the classroom!" --Andrea S. Martine, Director of Curriculum and Instruction, Warrior Run School District With Teaching the Nature of Science through Process Skills, author and science educator Randy Bell uses process skills you'll recognize, such as inference and observation, to promote an understanding of the characteristics of science knowledge. His personal stories, taken from years of teaching, set the stage for a friendly narrative that illuminates these characteristics of scientific knowledge and provides step-by-step guidance for implementing inquiry activities that help children understand such important, yet abstract, concepts. With Randy as your guide, you can better adhere to current science education standards that urge teachers to go beyond teaching science content to teach children about the practice and the nature of science in a way that engages all learners in grades three through eight. Investigate further... More than 50 ideas and activities for teaching the nature of science to help you meet content standards. A comprehensive framework to guide you in integrating the approach across the science curriculum, throughout the school year, and across the grade levels. A goldmine of reproducible resources, such as work sheets, notebook assignments, and more. Assessment guidance that helps you measure your students' nature of science understanding.
Author: John Settlage
Publisher: Routledge
ISBN: 113673158X
Category : Education
Languages : en
Pages : 405
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Book Description
"Teaching Science to Every Child provides timely and practical guidance about teaching science to all students. Particular emphasis is given to making science accessible to students who are typically pushed to the fringe - especially students of color and English language learners. Central to this text is the idea that science can be viewed as a culture, including specific methods of thinking, particular ways of communicating, and specialized kinds of tools. By using culture as a starting point and connecting it to effective instructional approaches, this text gives elementary and middle school science teachers a valuable framework to support the science learning of every student. Written in a conversational style, it treats readers as professional partners in efforts to address vital issues and implement classroom practices that will contribute to closing achievement gaps and advancing the science learning of all children. Features include "Point/Counterpoint" essays that present contrasting perspectives on a variety of science education topics; explicit connections between National Science Education Standards and chapter content; and chapter objectives, bulleted summaries, key terms; reflection and discussion questions. Additional resources are available on the updated and expanded Companion Website www.routledge.com/textbooks/9780415892582 Changes in the Second Edition Three entirely new chapters: Integrated Process Skills; Learning and Teaching; Assessment Technological tools and resources embedded throughout each chapter Increased attention to the role of theory as it relates to science teaching and learning Expanded use of science process skills for upper elementary and middle school Additional material about science notebooks "--Provided by publisher
Author: Wynne Harlen
Publisher: Paul Chapman Educational Publishing
ISBN:
Category : Business & Economics
Languages : en
Pages : 280
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Book Description
`The book is a practical work emphasizing the nuts and bolts of how to plan and deliver the curriculum in the classroom, as well as assessing the learning outcomes. It also looks at the pros and cons of the different types of teaching resources. The book is good for curriculum planning for NQT′s and experienced teachers alike′ - Environmental Education `Wynne Harlen is an acknowledged authority in the United Kingdom on science education for children from five-12 years (often referred to as the primary school phase). This book is the product of a lifetime of dedicated work in this area. Its success is indicated by the fact that it is a further edition of a book already accepted by the teaching community as one that addresses some of their immediate and most basic concerns. For those who are familiar with the previous edition it may be helpful for readers to know that this latest one provides an update on thinking about the practice of primary school science, particularly in the light of the considerable developments that have taken place in the last 4 years.... Science educators, in particular, will find this makes a valuable contribution to their professional development, and environmental concerns are not neglected in the process′ - Environmental Education Research Teaching, Learning & Assessing Science 5-12 is a new and totally revised edition of Teaching and Learning Primary Science. The author provides a theoretical rationale for why science should be taught in particular ways, and ideas and examples of how to do it. The opening chapters show how children learn, and discuss the nature of the goals of teaching science to children aged from five to 12 years. It is teachers′ understanding of these things that determines the kind of learning experiences they provide for children. Evidence is given to support a constructivist view: a view of learning which recognizes that children already have ideas about the world around them, formed from their everyday experiences and everyday ways of thinking. The teacher′s role is to help children to build their understanding and change their ideas towards the more scientific view. In science, this means through inquiry, which involves first-hand investigation of materials, the use of books and other resources and discussion. Several chapters describe and illustrate aspects of the teacher′s role in bringing about this learning, including planning and providing learning resources.
Author: American Association for the Advancement of Science
Publisher: Oxford University Press
ISBN: 0199840075
Category : Education
Languages : en
Pages : 448
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Book Description
Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.
