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

    Posted By: exLib
    Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms

    "Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms" ed. by Sarah Michaels, Andrew W. Shouse, and Heidi A. Schweingruber
    National Research Council
    NAS Press | 2008 | ISBN: 030910615X 9780309106153 0309106141 9780309106146 | 221 pages | PDF | 40 MB

    This book guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. 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.

    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?

    This book 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 including parents directly or indirectly involved in the teaching of science.

    Contents
    Foreword
    Preface
    1 A New Vision of Science in Education
    The Importance of Teaching Science Well
    What Scientists Really Do
    The Language of Science
    Rethinking Children’s Capacity for Scientific Understanding
    Science Class: Seeing Ourselves in Measurement
    Science Class: Measuring and Graphing Height
    Building on Knowledge, Interest, and Experience
    For Further Reading
    2 Four Strands of Science Learning
    The Four Strands
    Science Class: Biodiversity in a City Schoolyard
    Examining the Four Strands in Instruction
    The Interrelated Nature of the Four Strands
    Science as Practice: Doing and Learning Together
    For Further Reading
    3 Foundational Knowledge and Conceptual Change
    Identifying a Shared Base of Understanding in Young Children
    Seeing Nature in New Ways Types of Conceptual Change
    Using Prior Knowledge to Make Sense of the World
    Science Class: Molecules in Motion
    Examining Conceptual Change in Molecules in Motion
    Building Understanding Over Multiple Years
    For Further Reading
    4 Organizing Science Education Around Core Concepts
    Building on Core Concepts Over Time
    Core Concepts in Relation to Standards and Benchmarks
    Using Core Concepts to Build Learning Progressions
    Science Class: The Mystery Box
    Extending Scientific Discussion
    Science Class: The Properties of Air
    Teaching the Atomic-Molecular Theory at the Middle School Level
    Science Class: The Nature of Gases
    The Benefits of Focusing on Core Concepts and Learning Progressions
    For Further Reading
    5 Making Thinking Visible: Talk and Argument
    Learning Through Talk and Argument
    Encouraging Talk and Argument in the Classroom
    Position-Driven Discussion
    Science Class: Establishing Classroom Norms for Discussion
    Appreciating Cultural, Linguistic, and Experiential Differences
    Strategies for Inclusiveness
    Science Class: Successfully Supporting Diversity
    For Further Reading
    6 Making Thinking Visible: Modeling and Representation
    Mathematics
    Data
    Scale Models, Diagrams, and Maps
    Modeling and Learning Progressions
    Science Class: Representing Data
    For Further Reading
    7 Learning from Science Investigations 1
    Creating Meaningful Problems
    Sequencing Meaningful Instruction
    Constructing and Defending Explanations
    Scripting Student Roles
    Science Class: Differentiating mass and Density
    Science Class: Loking at Our Scientific Thinking
    For Further Reading
    8 A System That Supports Science Learning
    Teachers as Learners
    Knowledge of Science
    How Students Learn Science
    Knowing How to Teach Science Effectively
    Providing Teachers with Opportunities to Learn
    Next Steps
    Notes
    Appendix A Questions for Practitioners
    Appendix B Assessment Items Based on a Learning Progression for Atomic-Molecular Theory
    Appendix C Academically Productive Talk
    Appendix D Biographical Sketches of Oversight Group and Coauthors
    Index
    Acknowledgments
    Credits
    with TOC BookMarkLinks



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