Circuit Sense for Elementary Teachers and Students PDF Download
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Author: Janaye M. Houghton
Publisher: Bloomsbury Publishing USA
ISBN: 0313078882
Category : Language Arts & Disciplines
Languages : en
Pages : 78
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Book Description
Your classroom will be literally buzzing, flashing, and whirring with the exciting activities generated by this handbook! Exploding the myth that teaching electricity and electronic concepts is unmanageable, dangerous, and costly-and that it must be confined to older students-this book offers simple and affordable activities that teach basic electronic building blocks called logic circuits. Students build and embed these logic circuits into a range of toys for their own use and enjoyment. The only materials needed to demonstrate how simple logic circuits work are aluminum foil, flashlight batteries, cardboard, tape, and a tiny lamp called an LED. Grades K-6.
Author: Janaye M. Houghton
Publisher: Bloomsbury Publishing USA
ISBN: 0313078882
Category : Language Arts & Disciplines
Languages : en
Pages : 78
Get Book Here
Book Description
Your classroom will be literally buzzing, flashing, and whirring with the exciting activities generated by this handbook! Exploding the myth that teaching electricity and electronic concepts is unmanageable, dangerous, and costly-and that it must be confined to older students-this book offers simple and affordable activities that teach basic electronic building blocks called logic circuits. Students build and embed these logic circuits into a range of toys for their own use and enjoyment. The only materials needed to demonstrate how simple logic circuits work are aluminum foil, flashlight batteries, cardboard, tape, and a tiny lamp called an LED. Grades K-6.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Book Description
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Category : Mathematics
Languages : en
Pages : 42
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 40
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Book Description
Author: Amanda Berry
Publisher: Routledge
ISBN: 1317564642
Category : Education
Languages : en
Pages : 291
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Book Description
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.
Author: Rose Arny
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 1410
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Book Description
Author: Beverly Baer
Publisher: Gale Cengage
ISBN: 9780810305984
Category : Juvenile Nonfiction
Languages : en
Pages : 982
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Book Description
Provides access to reviews of children's books and periodicals that are indexed by Book Review Index.
Author:
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Category : Science
Languages : en
Pages : 308
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Book Description
Author: Brian Hand
Publisher: Springer
ISBN: 3319164503
Category : Science
Languages : en
Pages : 251
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Book Description
This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings. Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K – 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students. Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning. Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.
Author: Jan Nespor
Publisher: Routledge
ISBN: 1135458855
Category : Education
Languages : en
Pages : 267
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Book Description
Based on two years of ethnographic fieldwork in an urban elementary school, this volume is an examination of how school division politics, regional economic policies, parental concerns, urban development efforts, popular cultures, gender ideologies, racial politics, and university and corporate agendas come together to produce educational effects. Unlike conventional school ethnographies, the focus of this work is less on classrooms than on the webs of social relations that embed schools in neighborhoods, cities, states, and regions. Utilizing a variety of narratives and analytical styles, this volume: * explores how curriculum innovations are simultaneously made possible by and undermined by school district politics, neighborhood histories, and the spatial and temporal organizations of teachers' and parents' lives; * situates the educational discourse of administrators and teachers in the changing economic and political climates of the city; * analyzes the motivations behind an effort by school and business proponents to refashion classrooms within the school into business enterprises, and of children's efforts to make sense of the scheme; * examines the role of the school as a neighborhood institution, situating it at the intersections of city planners' efforts to regulate city space and children's efforts to carve out live spaces through out-of-school routines; * contemplates the meaning of school as a site for bodily experience, and looks at how patterns of space and control in the school shaped children's bodies, and at how they continued to use body-based languages to construct maturity, gender, and race; and * investigates the school as a space for the deployment of symbolic resources where children learned and constructed identities through their engagements with television, comic books, movies, and sports. Tangled Up In School raises questions about how we draw the boundaries of the school, about how schools fit into the lives of children and cities, and about what we mean when we talk about "school."
