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| 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 | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 329 |
| Release | : 2019-02-12 |
| Genre | : Education |
| ISBN | : 0309482631 |
It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.
| Author | : Robyn M. Gillies |
| Publisher | : CRC Press |
| Total Pages | : 92 |
| Release | : 2020-01-24 |
| Genre | : Education |
| ISBN | : 1000036316 |
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
| Author | : Larry C. Holt |
| Publisher | : SAGE Publications |
| Total Pages | : 417 |
| Release | : 2005-12-15 |
| Genre | : Education |
| ISBN | : 1452245045 |
"I like the mix of theory and research background with thorough descriptions of classroom use (vignettes) and how-to′s." —Teresa Secules, Piedmont College Instructional Patterns: Strategies for Maximizing Student Learning examines instruction from the learners′ point of view by showing how instructional patterns can be used to maximize the potential for students to learn. This book explores the interactive patterns that exist in today′s classroom and demonstrates how teachers can facilitate the interactivity of these patterns to match their goals for student learning. These interactive patterns are reinforced through the incorporation of medical, cognitive, and behavioral neuroscience research. This unique book will serve as a core text for undergraduate and graduate courses in K-12 General Teaching Methods, Middle School and Secondary Teaching Methods, Elementary Teaching Methods, or Instruction and Assessment. Key Features Guides students in differentiating instructional practices to meet the needs of all students, as well as in the practical issues of instruction Details interactive instructional patterns that include teacher centered patterns, teacher-student interactive patterns, and student-centered patterns. Instructor Resources on CD contains PowerPoint® slides, test questions (includes Multiple Choice, Short Answer, and Essay format) and answers, lecture outlines, teaching activities, Web resources, and sample syllabi. A web-based Student Study Site provides e-flashcards, links to standards from U.S. states, standards based project, Web resources, and access to full-text articles in SAGE journals related to the text.
| Author | : ISLS |
| Publisher | : Lulu.com |
| Total Pages | : 546 |
| Release | : 2014-04-23 |
| Genre | : Reference |
| ISBN | : 1483406679 |
The Computer Supported Collaborative Learning (CSCL) Conference 2013 proceedings, Volume 2
| Author | : James D. Slotta |
| Publisher | : |
| Total Pages | : 220 |
| Release | : 2009-04-27 |
| Genre | : Education |
| ISBN | : |
This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-based Inquiry Science Environment. WISE offers a collection of free, customizable units on topics central to the science standards as well as guidance on how to exploit the Internet to improve learning and instruction in the science classroom (grades 6-12). Hundreds of teachers and over 100,000 students have learned from WISE projects tA01ght in English, Norwegian, Dutch, German, Hebrew, Japanese, Chinese, and Korean.
| Author | : Marcia C. Linn |
| Publisher | : Routledge |
| Total Pages | : 398 |
| Release | : 2013-07-04 |
| Genre | : Education |
| ISBN | : 1135631832 |
Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments. Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 255 |
| Release | : 2006-01-20 |
| Genre | : Education |
| ISBN | : 0309139341 |
Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum-and how that can be accomplished.
