An Analysis of Junior-senior High School Level Earth Science Textbooks for Scientific Literacy as Defined by the Project Synthesis Goal Clusters PDF Download
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Author: Cynthia Torzynski
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Author: Cynthia Torzynski
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Author: Hussein A. Baarah
Publisher:
ISBN:
Category : Physical sciences
Languages : en
Pages : 302
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Author: Fathi Ali Fadhli
Publisher:
ISBN:
Category : Earth sciences
Languages : en
Pages : 262
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The Science Technology Society (STS) approach is a major science education reform through which a scientifically literate citizen could be produced. The teaching of science through STS approach is centered on science and technology related issues and problems. The purpose of this study was to analyze five earth science textbooks published in the 1990's for their inclusion of twelve sciences and technology related issues and problems and for their inclusion of activities focused on STS. The selected earth science textbooks were; Scott Foresman, Heath, Holt, Merrill and Prentice-Hall. The targeted twelve issues and problems were identified by Bybee (1987), as the most important global science and technology related issues and problems. The numbers of full text pages devoted to each topic were determined by classifying each segment to one of the targeted topics. In addition, the numbers of STS activities were also determined by using criteria developed for this study. ANOVA statistical analyses and t-tests showed that the analyzed earth science textbooks treated the studied STS issues and problems and treated the STS activities differently. It was found that six of the studied issues and problems were constantly receiving more attention in all the analyzed earth science textbooks than the rest of the topics. These topics were; Air Quality and Atmosphere, Energy Shortages, Water Resources, Land Use, Hazardous Substances, and Mineral Resources. The overall results revealed that only an average of 8.82% of the text pages in all the analyzed earth science textbooks were devoted to STS topics and 5.49% of the activities in all the analyzed earth science textbooks were focused on STS topics. However, none of the activities focused on STS topics were presented in STS approach as defined by NSTA. The percentage of STS topics inclusion and the percentage of activities focused on STS topics were considered to be very low. Accordingly, the objectives and goals of STS approach will not be achieved through using the analyzed earth science textbooks. The low percentages of STS activities and topics indicated also that the STS approach would not be fairly presented in science classrooms as long as science teachers depend on science textbooks 90% of their teaching time. Moreover, the results of this study revealed also that the inclusion of STS approach in science textbooks is still considered to be very low despite the support provided to the STS approach by science teachers, educators, organizations, and education departments and also despite of the publishing of Project Syntheses (1977) since twenty eight years ago.
Author: Carla C. Johnson
Publisher: Taylor & Francis
ISBN: 1000582221
Category : Education
Languages : en
Pages : 154
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What if you could challenge your ninth graders to use geologic theory and standards of measurement to explore different epochs and time periods of the Earth’s formation? With this volume in the STEM Road Map Curriculum Series, you can! Formation of the Earth outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. This interdisciplinary, three-lesson module uses project- and problem-based learning to help students investigate how Earth science professionals gather information and develop theories about the formation of the Earth and the processes taking place since the proliferation of humans. Working in teams, students will work to identify, define and describe the attributes scientists use to delineate Earth’s eras, periods, and epochs, in order to determine the appropriate boundary event to define the Anthropocene Epoch, and will develop a publication-ready textbook entry for an Earth science textbook. To support this goal, students will do the following: • Identify, define, and describe attributes of eras, periods, and epochs which have marked geologic time in Earth’s history. • Evaluate various possible index layers and boundary events that mark the beginning of the Anthropocene Epoch to determine which is most appropriate when labeling the current epoch in Earth’s history. • Design and present a multimedia presentation to share with textbook publishers regarding information on the Anthropocene Epoch, to include in a secondary-level Earth science textbook. • Create a publication-ready textbook entry describing the Anthropocene Epoch. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Formation of the Earth can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.
Author: Theron D. Garcia
Publisher:
ISBN:
Category : Earth sciences
Languages : en
Pages : 338
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Author:
Publisher:
ISBN:
Category : Geology
Languages : en
Pages : 244
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Author:
Publisher: Amer Geological Inst
ISBN: 9780922152131
Category : Earth sciences
Languages : en
Pages : 76
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Teams of teachers, other science educators, and scientists selected from a national search for project writers have proposed using the following set of questions to guide the inclusion of earth science content into the kindergarten through grade 12 curriculum. The Essential Questions are organized in a K-12 sequence by six content areas: (1) Solid Earth (lithosphere); (2) Water (hydrosphere); (3) Air (atmosphere); (4) Ice (cryosphere); (5) Life (biosphere); and (6) Earth in Space. The questions have been developed within the context of the goals for earth science literacy as reported in Earth Science Education for the 21st Century: A Planning Guide, American Geological Institute, 1991. These goals state that for all students to become literate in science and in earth science they need to become stewards of the Earth; develop a deep aesthetic appreciation of the history, beauty, simplicity, and complexity of the Earth; understand ways in which earth scientists investigate the Earth; and understand essential earth science concepts, including geologic time, evolution, change, scales, cycles, and resources. The Essential Questions are organized in a manner intended to guide the sequential development of concepts and subconcepts within each grade level. The Essential Questions in the first section of this report, and the background notes of Key Ideas and Seeking Answers provided in the second section, represent one way to frame the diverse content of earth science. (KR)
Author: James Et Al Trefil
Publisher: McDougal Littell/Houghton Mifflin
ISBN: 9780618303687
Category : Juvenile Nonfiction
Languages : en
Pages : 960
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Author: Denver (Colo.). Board of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 186
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Author: Russ Colson
Publisher: NSTA Press
ISBN: 1941316689
Category : Education
Languages : en
Pages : 450
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Book Description
Is it time to refresh the way you think about teaching Earth science? Learning to Read the Earth and Sky is the multifaceted resource you need to bring authentic science—and enthusiasm—into your classroom. It offers inspiration for reaching beyond prepared curricula, engaging in discovery along with your students, and using your lessons to support the Next Generation Science Standards (NGSS). The book provides • examples of Earth science labs and activities you and your students can do as co-investigators; • insights into student expectations and misconceptions, plus ideas for inspiring true investigation; • stories of real scientific discovery translated for classroom consideration; • exploration of how you can mentor students as a teacher-scholar; and • guidance on how to translate the sweeping core ideas of the NGSS into specific examples students can touch, see, and experience. The authors of Learning to Read the Earth and Sky are husband-and-wife educators who promote science as something to figure out, not just something to know. They write, “It is our hope that readers will find our book short on ‘edu-speak,’ long on the joy of doing science, and full of stories of students, classrooms, scientists, and Earth and sky.”
