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Author: Sharon Sherman
Publisher: Houghton Mifflin
ISBN: 9780395887820
Category : Education
Languages : en
Pages : 484
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Book Description
This core text for K-8 science methods courses helps novice teachers become confident and competent in inquiry-centered, standards-based classrooms. Science content and pedagogy are blended using a carefully crafted developmental approach in which teachers begin by learning basic ideas and practicing simple instructional strategies. Once these are mastered, teachers move on to learn and teach advanced concepts and complex experiments. Students learn how to deliver inquiry-based instruction, create standards-based lesson plans, link instruction and assessment, design performance assessments, use a variety of teaching strategies, and integrate science across the curriculum.
Author: Sharon Sherman
Publisher: Houghton Mifflin
ISBN: 9780395887820
Category : Education
Languages : en
Pages : 484
Get Book Here
Book Description
This core text for K-8 science methods courses helps novice teachers become confident and competent in inquiry-centered, standards-based classrooms. Science content and pedagogy are blended using a carefully crafted developmental approach in which teachers begin by learning basic ideas and practicing simple instructional strategies. Once these are mastered, teachers move on to learn and teach advanced concepts and complex experiments. Students learn how to deliver inquiry-based instruction, create standards-based lesson plans, link instruction and assessment, design performance assessments, use a variety of teaching strategies, and integrate science across the curriculum.
Author: Julie High
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 156
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Book Description
Introduction. Foundations : language learning through cooperative learning -- Structures -- Social roles -- Getting to know you -- Making words mine -- Guided grammar experiences -- Writing skills -- Lesson designs -- References & resources
Author: EUNICE ANN. GREER
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 334
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Book Description
Author: Yuhua Luo
Publisher: Springer
ISBN: 354074780X
Category : Computers
Languages : en
Pages : 443
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Book Description
This book constitutes the refereed proceedings of the 4th International Conference on Cooperative Design, Visualization, and Engineering, CDVE 2007, held in Shanghai, China in September 2007. The papers presented were carefully reviewed from numerous submissions. The papers cover all current issues in cooperative design, visualization, and engineering, ranging from theoretical and methodological topics to various systems and frameworks to applications in a variety of fields.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author: Yusof, Khairiyah Mohd
Publisher: IGI Global
ISBN: 1466618108
Category : Education
Languages : en
Pages : 442
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Book Description
"This book provides insights into initiatives that enhance student learning and contribute to improving the quality of undergraduate STEM education"--Provided by publisher.
Author: Keith S. Taber
Publisher: Springer Science & Business Media
ISBN: 9400776489
Category : Science
Languages : en
Pages : 371
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Book Description
This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field. This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.
Author: Spencer Kagan
Publisher: Kagan Cooperative Learning
ISBN:
Category : Education
Languages : en
Pages : 384
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Book Description
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
Author: B.F Skinner
Publisher: Simon and Schuster
ISBN: 1476716153
Category : Psychology
Languages : en
Pages : 484
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Book Description
The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled—from one of the most influential behaviorists of the twentieth century and the author of Walden Two. “This is an important book, exceptionally well written, and logically consistent with the basic premise of the unitary nature of science. Many students of society and culture would take violent issue with most of the things that Skinner has to say, but even those who disagree most will find this a stimulating book.” —Samuel M. Strong, The American Journal of Sociology “This is a remarkable book—remarkable in that it presents a strong, consistent, and all but exhaustive case for a natural science of human behavior…It ought to be…valuable for those whose preferences lie with, as well as those whose preferences stand against, a behavioristic approach to human activity.” —Harry Prosch, Ethics
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309254140
Category : Education
Languages : en
Pages : 282
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Book Description
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
