How Ought Science Be Taught
Download How Ought Science Be Taught full books in PDF, epub, and Kindle. Read online free How Ought Science Be Taught ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Science Education for Everyday Life
| Author | : Glen S. Aikenhead |
| Publisher | : Teachers College Press |
| Total Pages | : 194 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 9780807746349 |
This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.
Taking Science to School
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 404 |
| Release | : 2007-04-16 |
| Genre | : Education |
| ISBN | : 0309133831 |
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: 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? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? 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 scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"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.
Science Teachers' Learning
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 257 |
| Release | : 2016-01-15 |
| Genre | : Education |
| ISBN | : 0309380189 |
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Science Denial
| Author | : Gale M. Sinatra |
| Publisher | : Oxford University Press |
| Total Pages | : 209 |
| Release | : 2021-06-22 |
| Genre | : Psychology |
| ISBN | : 0190944706 |
How do individuals decide whether to accept human causes of climate change, vaccinate their children against childhood diseases, or practice social distancing during a pandemic? Democracies depend on educated citizens who can make informed decisions for the benefit of their health and well-being, as well as their communities, nations, and planet. Understanding key psychological explanations for science denial and doubt can help provide a means for improving scientific literacy and understandingcritically important at a time when denial has become deadly. In Science Denial: Why It Happens and What to Do About It, the authors identify the problem and why it matters and offer tools for addressing it. This book explains both the importance of science education and its limitations, shows how science communicators may inadvertently contribute to the problem, and explains how the internet and social media foster misinformation and disinformation. The authors focus on key psychological constructs such as reasoning biases, social identity, epistemic cognition, and emotions and attitudes that limit or facilitate public understanding of science, and describe solutions for individuals, educators, science communicators, and policy makers. If you have ever wondered why science denial exists, want to know how to understand your own biases and those of others, and would like to address the problem, this book will provide the insights you are seeking.
Inquiry and the National Science Education Standards
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 223 |
| Release | : 2000-05-03 |
| Genre | : Education |
| ISBN | : 0309064767 |
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
High-School Biology Today and Tomorrow
| Author | : National Research Council |
| Publisher | : National Academies |
| Total Pages | : 361 |
| Release | : 1989-02-01 |
| Genre | : Education |
| ISBN | : 0309040280 |
Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?
Science Teaching Reconsidered
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 102 |
| Release | : 1997-03-12 |
| Genre | : Education |
| ISBN | : 0309175445 |
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Teaching About Evolution and the Nature of Science
| Author | : National Academy of Sciences |
| Publisher | : National Academies Press |
| Total Pages | : 150 |
| Release | : 1998-05-06 |
| Genre | : Education |
| ISBN | : 0309063647 |
Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution. The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume: Presents the evidence for evolution, including how evolution can be observed today. Explains the nature of science through a variety of examples. Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction. Answers frequently asked questions about evolution. Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Councilâ€"and offers detailed guidance on how to evaluate and choose instructional materials that support the standards. Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community.
Teaching Reading in Science
| Author | : Mary Lee Barton |
| Publisher | : ASCD |
| Total Pages | : 138 |
| Release | : 2001 |
| Genre | : Content area reading |
| ISBN | : 1893476030 |
This book suggests that the reading of science text and textbooks requires the same thinking skills that are involved in a hands-on science activity and presents the latest research on reading and learning science. This supplement also includes suggestions on how to implement appropriate science readings into instruction and help students learn how to construct meaning from science textbooks. Contents include: (1) "Three Interactive Elements of Reading"; (2) "Strategic Processing"; (3) "Strategic Teaching"; (4) "Six Assumptions about Learning"; and (5) "Reading Strategies." (Contains 54 references.) (YDS).
