Elementary Science Literature Review
Author | : Alberta. Curriculum Branch |
Publisher | : |
Total Pages | : 65 |
Release | : 2007 |
Genre | : Science |
ISBN | : 9780778563945 |
Download Elementary Science Literature Review full books in PDF, epub, and Kindle. Read online free Elementary Science Literature Review ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : Alberta. Curriculum Branch |
Publisher | : |
Total Pages | : 65 |
Release | : 2007 |
Genre | : Science |
ISBN | : 9780778563945 |
Author | : Jay Wile |
Publisher | : |
Total Pages | : 299 |
Release | : 2013-05-01 |
Genre | : |
ISBN | : 9780989042406 |
Science in the context of the seven days of creation presented in the Bible. This textbook uses activities to reinforce scientific principles presented.
Author | : Michael P. Klentschy |
Publisher | : NSTA Press |
Total Pages | : 137 |
Release | : 2008 |
Genre | : Education |
ISBN | : 1933531037 |
A valuable resource for helping students develop and demonstrate an understanding of science content.
Author | : William K. Esler |
Publisher | : Wadsworth Publishing Company |
Total Pages | : 648 |
Release | : 2001 |
Genre | : Business & Economics |
ISBN | : |
Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t.
Author | : Diana Ridley |
Publisher | : SAGE Publications |
Total Pages | : 233 |
Release | : 2012-07-31 |
Genre | : Study Aids |
ISBN | : 1446201430 |
This Second Edition of Diana Ridley’s bestselling guide to the literature review outlines practical strategies for reading and note taking, and guides the reader on how to conduct a systematic search of the available literature, and uses cases and examples throughout to demonstrate best practice in writing and presenting the review. New to this edition are examples drawn from a wide range of disciplines, a new chapter on conducting a systematic review, increased coverage of issues of evaluating quality and conducting reviews using online sources and online literature and enhanced guidance in dealing with copyright and permissions issues.
Author | : Joseph Krajcik |
Publisher | : Harvard Education Press |
Total Pages | : 268 |
Release | : 2022-10-18 |
Genre | : Education |
ISBN | : 1682536645 |
Science Education Through Multiple Literacies explores how the use of project-based learning in elementary science education fosters a lifelong scientific mindset in students. The book provides educators with the teaching practices to help students develop an overall science literacy that aligns with Next Generation Science Standards. Editors Joseph Krajcik and Barbara Schneider and the book’s contributors offer a comprehensive overview of the multifaceted approach to science learning. Multiple Literacies in Project-Based Learning (ML-PBL) interweaves scientific ideas and practices, language literacy, and mathematical thinking. ML-PBL supports the teaching of science by paralleling what scientists do: it engages students and their teachers in investigating real-world questions, constructing models, and using evidence to evaluate claims. The book presents compelling case studies of ML-PBL, how teachers use this approach, and how the ML-PBL transforms the classroom into an environment that builds and supports academic and student social-emotional learning. Representing both urban and suburban schools, the case studies include classroom observations, student and teacher interviews, and student artifacts to illustrate how to make science relevant in students’ lives. Krajcik and Schneider note that application of ML-PBL requires intentional instructional practices and new ways of thinking about what it means to learn. Easing this challenge, the editors equip elementary science teachers with curricular resources including high-quality instructional materials, professional-learning exercises, and formative assessments. Science Education Through Multiple Literacies provides the necessary elements to transform science teaching and learning so that students learn the skills to navigate with confidence through our complex world.
Author | : Yvette F. Greenspan |
Publisher | : Springer |
Total Pages | : 161 |
Release | : 2015-12-21 |
Genre | : Education |
ISBN | : 9463003673 |
Nationally and internationally, educators now understand the critical importance of STEM subjects—science, technology, engineering, and mathematics. Today, the job of the classroom science teacher demands finding effective ways to meet current curricula standards and prepare students for a future in which a working knowledge of science and technology will dominate. But standards and goals don’t mean a thing unless we: • grab students’ attention; • capture and deepen children’s natural curiosity; • create an exciting learning environment that engages the learner; and • make science come alive inside and outside the classroom setting. A Guide to Teaching Elementary Science: Ten Easy Steps gives teachers, at all stages of classroom experience, exactly what the title implies. Written by lifelong educator Yvette Greenspan, this book is designed for busy classroom teachers who face tough conditions, from overcrowded classrooms to shrinking budgets, and too often end up anxious and overwhelmed by the challenges ahead and their desire for an excellent science program. This book: • helps teachers develop curricula compatible with the Next Generation Science Standards and the Common Core Standards; • provides easy-to-implement steps for setting up a science classroom, plus strategies for using all available resources to assemble needed teaching materials; • offers detailed sample lesson plans in each STEM subject, adaptable to age and ability and designed to embrace the needs of all learners; and • presents bonus information about organizing field trips and managing science fairs. Without question, effective science curricula can help students develop critical thinking skills and a lifelong passion for science. Yvette Greenspan received her doctorate degree in science education and has developed science curriculum at all levels. A career spent in teaching elementary students in an urban community, she now instructs college students, sharing her love for the teaching and learning of science. She considers it essential to encourage today’s students to be active learners and to concentrate on STEM topics that will help prepare them for the real world.
Author | : Joseph S. Krajcik |
Publisher | : Routledge |
Total Pages | : 421 |
Release | : 2014-01-23 |
Genre | : Education |
ISBN | : 1136287760 |
Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. In project-based science classrooms students investigate, use technology, develop artifacts, collaborate, and make products to show what they have learned. Paralleling what scientists do, project-based science represents the essence of inquiry and the nature of science. Because project-based science is a method aligned with what is known about how to help all children learn science, it not only helps students learn science more thoroughly and deeply, it also helps them experience the joy of doing science. Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K–12 Science Education" textboxes. More concise than previous editions, the Fourth Edition offers a wealth of supplementary material on a new Companion Website, including many videos showing a teacher and class in a project environment.
Author | : John Almarode |
Publisher | : Corwin Press |
Total Pages | : 131 |
Release | : 2018-02-15 |
Genre | : Education |
ISBN | : 1506394191 |
In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success? In Visible Learning for Science, the authors reveal that it’s not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie’s cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle: Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry. Deep learning: when students engage with data and evidence to uncover relationships between concepts—students think metacognitively, and use knowledge to plan, investigate, and articulate generalizations about scientific connections. Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems. Visible Learning for Science opens the door to maximum-impact science teaching, so that students demonstrate more than a year’s worth of learning for a year spent in school.
Author | : J.K. Gilbert |
Publisher | : Springer Science & Business Media |
Total Pages | : 434 |
Release | : 2003-01-31 |
Genre | : Science |
ISBN | : 1402011121 |
Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).