Middle School Science Labs With Computers
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Author | : Schyrlet Cameron |
Publisher | : Mark Twain Media |
Total Pages | : 68 |
Release | : 2016-01-04 |
Genre | : Education |
ISBN | : 1622235959 |
STEM Labs for Middle Grades offers activities that challenge students to apply scientific inquiry, content knowledge, and technological design to solve real-world problems. An excellent addition to your curriculum, this supplement will help cultivate studentsÕ interest in science, technology, engineering, and math. --Mark Twain Media Publishing Company specializes in providing engaging supplemental books and decorative resources to complement middle- and upper-grade classrooms. Designed by leading educators, this product line covers a range of subjects including math, science, language arts, social studies, history, government, fine arts, and character.
Author | : Christa Flores |
Publisher | : |
Total Pages | : 194 |
Release | : 2016-11-11 |
Genre | : Middle schools |
ISBN | : 9780997554304 |
Making Science: Reimagining STEM Education in Middle School and Beyond is a guide to help educators use new technology and a designer mindset to create personalized learning experiences that engage students in the wonder of science. This is an inclusive STEM curriculum that empowers students to become informed citizens and global problem-solvers.
Author | : LaMoine L. Motz |
Publisher | : NSTA Press |
Total Pages | : 161 |
Release | : 2007 |
Genre | : Education |
ISBN | : 1933531088 |
Provides guidance and tools for planning a school science facility, discussing general room design, budget, furnishings, and other related topics and discussing safety, accessibility, and legal guidelines.
Author | : Smithsonian Institution |
Publisher | : National Academies Press |
Total Pages | : 496 |
Release | : 1998-03-30 |
Genre | : Education |
ISBN | : 0309174740 |
With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific areaâ€"Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by typeâ€"core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexedâ€"and the only guide of its kindâ€"Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents.
Author | : |
Publisher | : |
Total Pages | : 376 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 244 |
Release | : 1981 |
Genre | : Educational technology |
ISBN | : |
Author | : ISLS |
Publisher | : Lulu.com |
Total Pages | : 605 |
Release | : 2014-04-23 |
Genre | : Reference |
ISBN | : 1483406695 |
The Computer Supported Collaborative Learning (CSCL) Conference 2013 proceedings, Volume 1
Author | : Jeff Williams |
Publisher | : Teacher Created Resources |
Total Pages | : 306 |
Release | : 1996 |
Genre | : Classroom management |
ISBN | : 1557345481 |
A practical handbook for teachers of middle school age students.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 174 |
Release | : 2011-05-12 |
Genre | : Education |
ISBN | : 0309185238 |
At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Author | : Kenneth Tobin |
Publisher | : Rowman & Littlefield Publishers |
Total Pages | : 371 |
Release | : 2005-04-07 |
Genre | : Science |
ISBN | : 0742568679 |
Many would argue that the state of urban science education has been static for the past several decades and that there is little to learn from it. Rather than accepting this deficit perspective, Improving Urban Science Education strives to recognize and understand the successes that exist there by systematically documenting seven years of research into issues salient to teaching and learning in urban high school science classes. Grounded in the post structuralism of William Sewell_and brought to life through the experiences of different students, teachers, and school settings in Philadelphia_this book shows how teachers and students can work together to enact meaningful science education when social and cultural differences as well as inappropriate curricula often make the challenges seem insurmountable. Chapters contain rich images of urban youth and each strives to offer insights into problems and suggestions for resolving them. Most significant, in spite of the challenges, the research offers hope and shows that fresh approaches to teaching and learning can lead students_some who have already been pronounced academic, even societal, failures_to becoming avid and deep learners of science.