Taking Science to School: Learning and Teaching Science in Grades K-8.
By: Duschl, Richard A., Ed
.
Contributor(s): Shouse, Andrew W., Ed | Schweingruber, Heidi A., Ed.
Description: 404 pages.Content type: text Media type: microform Carrier type: microficheISBN: 9780309102056; 0309102057.Subject(s): Science Curriculum | Educational Policy | Scientific Principles | Guides | Educational Research | Informal Education | Child Development | Science Instruction | Teaching Methods | Learning Processes | Elementary School Students | Kindergarten | Scientific Concepts | Teacher Education | Science Education | EvidenceGenre/Form: Reports - Descriptive. | Books.Summary: What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. "Taking Science to School" answers such questions as: (1) When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects?; (2) What role does nonschool learning play in children's knowledge of science?; (3) How can science education capitalize on children's natural curiosity?; (4) What are the best tasks for books, lectures, and hands-on learning?; And (5) How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in k-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. The table of contents is as follows: Part I, Introduction, contains: (1) Science Learning Past and Present; and (2) Goals for Science Education. Part ii, How Children Learn Science, contains (3) Foundations for Science Learning in Young Children; (4) Knowledge and Understanding of the Natural World; (5) Generating and Evaluating Scientific Evidence and Explanations; (6) Understanding How Scientific Knowledge Is Constructed; and (7) Participation in Scientific Practices and Discourse. Part Part iii, Supporting Science Learning presents: (8) Learning Progressions; (9) Teaching Science as Practice; and (10) Supporting Science Instruction. Part iv, Future Directions for Policy, Practice, and Research: contains (11) Conclusions and Recommendations. Appended are: (1) Overview of Learning Progressions for Matter and the Atomic-Molecular Theory; (2) Biographical Sketches of Committee Members and Staff.
| Item type | Current library | Home library | Shelving location | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|---|
Books
|
American University in Dubai | American University in Dubai | Main Collection | LB 1585.3 T35 2007 (Browse shelf(Opens below)) | Available | 5246343 |
Browsing American University in Dubai shelves, Shelving location: Main Collection Close shelf browser (Hides shelf browser)
| LB 1585 .H298 2006 Teaching, learning and assessing science 5-12 / | LB1585 .H298 2014 The teaching of science in primary schools / | LB 1585 .H298 2018 The teaching of science in primary schools / | LB 1585.3 T35 2007 Taking Science to School: Learning and Teaching Science in Grades K-8. | LB 1585.5.G7 W46 2001 200 science investigations for young students : practical activities for science 5-11 / | LB 1590.3 .D56 1988 Dimensions of thinking : a framework for curriculum and instruction / | LB 1590.3 .F55 2008 Teaching thinking : philosophical enquiry in the classroom / |
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. "Taking Science to School" answers such questions as: (1) When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects?; (2) What role does nonschool learning play in children's knowledge of science?; (3) How can science education capitalize on children's natural curiosity?; (4) What are the best tasks for books, lectures, and hands-on learning?; And (5) How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in k-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. The table of contents is as follows: Part I, Introduction, contains: (1) Science Learning Past and Present; and (2) Goals for Science Education. Part ii, How Children Learn Science, contains (3) Foundations for Science Learning in Young Children; (4) Knowledge and Understanding of the Natural World; (5) Generating and Evaluating Scientific Evidence and Explanations; (6) Understanding How Scientific Knowledge Is Constructed; and (7) Participation in Scientific Practices and Discourse. Part Part iii, Supporting Science Learning presents: (8) Learning Progressions; (9) Teaching Science as Practice; and (10) Supporting Science Instruction. Part iv, Future Directions for Policy, Practice, and Research: contains (11) Conclusions and Recommendations. Appended are: (1) Overview of Learning Progressions for Matter and the Atomic-Molecular Theory; (2) Biographical Sketches of Committee Members and Staff.
Kindergarten.
Elementary Secondary Education.
Elementary Education.
Early Childhood Education.
English.
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