Muutke küpsiste eelistusi

E-raamat: Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms

  • Formaat: 220 pages
  • Ilmumisaeg: 30-Oct-2007
  • Kirjastus: National Academies Press
  • Keel: eng
  • ISBN-13: 9780309106153
Teised raamatud teemal:
  • Formaat - PDF+DRM
  • Hind: 23,40 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
  • Formaat: 220 pages
  • Ilmumisaeg: 30-Oct-2007
  • Kirjastus: National Academies Press
  • Keel: eng
  • ISBN-13: 9780309106153
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone A-A'A1/2including parents A-A'A1/2directly or indirectly involved in the teaching of science.
Foreword ix
Preface xiii
A New Vision of Science in Education
1(16)
The Importance of Teaching Science Well
2(1)
What Scientists Really Do
3(1)
The Language of Science
4(2)
Rethinking Children's Capacity for Scientific Understanding
6(3)
Science Class: Seeing Ourselves in Measurement
9(2)
Science Class: Measuring and Graphing Height
11(3)
Building on Knowledge, Interest, and Experience
14(2)
For Further Reading
16(1)
Four Strands of Science Learning
17(20)
The Four Strands
18(4)
Science Class: Biodiversity in a City Schoolyard
22(6)
Examining the Four Strands in Instruction
28(4)
The Interrelated Nature of the Four Strands
32(2)
Science as Practice: Doing and Learning Together
34(2)
For Further Reading
36(1)
Foundational Knowledge and Conceptual Change
37(22)
Identifying a Shared Base of Understanding in Young Children
38(3)
Seeing Nature in New Ways
41(1)
Types of Conceptual Change
42(1)
Using Prior Knowledge to Make Sense of the World
43(2)
Science Class: Molecules in Motion
45(10)
Examining Conceptual Change in Molecules in Motion
55(1)
Building Understanding Over Multiple Years
56(2)
For Further Reading
58(1)
Organizing Science Education Around Core Concepts
59(28)
Building on Core Concepts Over Time
60(2)
Core Concepts in Relation to Standards and Benchmarks
62(1)
Using Core Concepts to Build Learning Progressions
63(3)
Science Class: The Mystery Box
66(4)
Extending Scientific Discussion
70(2)
Science Class: The Properties of Air
72(4)
Teaching the Atomic-Molecular Theory at the Middle School Level
76(3)
Science Class: The Nature of Gases
79(5)
The Benefits of Focusing on Core Concepts and Learning Progressions
84(2)
For Further Reading
86(1)
Making Thinking Visible: Talk and Argument
87(22)
Learning Through Talk and Argument
88(1)
Encouraging Talk and Argument in the Classroom
89(4)
Position-Driven Discussion
93(2)
Science Class: Establishing Classroom Norms for Discussion
95(2)
Appreciating Cultural, Linguistic, and Experiential Differences
97(3)
Strategies for Inclusiveness
100(4)
Science Class: Successfully Supporting Diversity
104(4)
For Further Reading
108(1)
Making Thinking Visible: Modeling and Representation
109(18)
Mathematics
110(1)
Data
111(2)
Scale Models, Diagrams, and Maps
113(1)
Modeling and Learning Progressions
114(5)
Science Class: Representing Data
119(7)
For Further Reading
126(1)
Learning from Science Investigations
127(22)
Creating Meaningful Problems
127(2)
Sequencing Meaningful Instruction
129(3)
Constructing and Defending Explanations
132(3)
Scripting Student Roles
135(2)
Science Class: Differentiating Mass and Density
137(5)
Science Class: Looking at Our Scientific Thinking
142(6)
For Further Reading
148(1)
A System That Supports Science Learning
149(18)
Teachers as Learners
151(2)
Knowledge of Science
153(2)
How Students Learn Science
155(1)
Knowing How to Teach Science Effectively
156(1)
Providing Teachers with Opportunities to Learn
157(5)
Next Steps
162(5)
Notes 167(4)
Appendix A Questions for Practitioners 171(5)
Appendix B Assessment Items Based on a Learning Progression for Atomic-Molecular Theory 176(3)
Appendix C Academically Productive Talk 179(2)
Appendix D Biographical Sketches of Oversight Group and Coauthors 181(6)
Index 187(8)
Acknowledgments 195(2)
Credits 197
Sarah Michaels and Steve Olson, National Research Council