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Author: Jo Handelsman
Publisher: Macmillan
ISBN: 9781429201889
Category : Education
Languages : en
Pages : 208
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Book Description
Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
Author: Jo Handelsman
Publisher: Macmillan
ISBN: 9781429201889
Category : Education
Languages : en
Pages : 208
Get Book Here
Book Description
Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
Author: James Jadrich
Publisher: NSTA Press
ISBN: 193695995X
Category : Education
Languages : en
Pages : 253
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Book Description
Science teacher educators, curriculum specialists, professional development facilitators, and KOCo8 teachers are bound to increase their understanding and confidence when teaching inquiry after a careful reading of this definitive volume. Advancing a new perspective, James Jadrich and Crystal Bruxvoort assert that scientific inquiry is best taught using models in science rather than focusing on scientistsOCO activities."
Author:
Publisher: BRILL
ISBN: 9460911455
Category : Education
Languages : en
Pages : 380
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Book Description
What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for “Enhanced Scientific Method”, “Extended Immersion Units of Instruction”, and “Teacher Professional Development Models”. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume’s recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in ‘science studies’ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and ‘learning sciences’ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children’s learning and the nature of science.
Author: Diane Ebert-May
Publisher: Sinauer Associates, Incorporated
ISBN:
Category : Education
Languages : en
Pages : 226
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Book Description
This book is based on a series of Pathways articles that illustrate effective instructional methods to help students gain conceptual understanding in ecology. It presents a philosophy of scientific teaching based on pedagogical principles designed to improve learning.
Author: Troy D. Sadler
Publisher: Springer Science & Business Media
ISBN: 940071159X
Category : Science
Languages : en
Pages : 387
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Book Description
Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship. It presents a wide range of classroom-based research projects that offer new insights for SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for veteran researchers, teachers and curriculum designers eager to advance the SSI agenda.
Author: Lawrence Flick
Publisher: Springer Science & Business Media
ISBN: 1402026722
Category : Science
Languages : en
Pages : 458
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Book Description
This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
Author: Nathaniel Lees Gage
Publisher:
ISBN: 9780807725375
Category : Education
Languages : en
Pages : 122
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Book Description
These chapters are extensions of teh lectures delivered at Teachers College, Columbia University, April 1977.
Author: Frederick Reif
Publisher: MIT Press
ISBN: 0262515148
Category : Education
Languages : en
Pages : 491
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Book Description
An accessible introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, physics, chemistry, engineering, or expository writing), with practical educational applications and implementation methods. Many students find it difficult to learn the kind of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, science, physics, chemistry, biology, engineering, or expository writing). Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors. Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kind of knowledge and thinking skills that are needed for science or mathematics courses in high school or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education.
Author: Christopher Moore
Publisher: Routledge
ISBN: 1315298619
Category : Education
Languages : en
Pages : 180
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Book Description
Teach your students how to think like scientists. This book shows you practical ways to incorporate science thinking in your classroom using simple "Thinking Tasks" that you can insert into any lesson. What is science thinking and how can you possibly teach and assess it? How is science thinking incorporated into the Next Generation Science Standards (NGSS) and how can it be weaved into your curriculum? This book answers these questions. This practical book provides a clear, research-verified framework for helping students develop scientific thinking as required by the NGSS. Your students will not be memorizing content but will become engaged in the real work scientists do, using critical thinking patterns such as: Recognizing patterns, Inventing new hypotheses based on observations, Separating causes from correlations, Determining relevant variables and isolating them, Testing hypotheses, and Thinking about their own thinking and the relative value of evidence. The book includes a variety of sample classroom activities and rubrics, as well as frameworks for creating your own tools. Designed for the busy teacher, this book also shows you quick and simple ways to add deep science thinking to existing lessons.
Author: Rodger W. Bybee
Publisher: Pearson Higher Ed
ISBN: 129205221X
Category : Education
Languages : en
Pages : 347
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Book Description
Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.
