| Description |
xvi, 197 pages : illustrations, color maps ; 26 cm |
| Bibliography |
Includes bibliographical references (pages 167-170) and index. |
| Contents |
Foreword -- Preface -- 1. A new vision of science in education -- The importance of teaching science well -- What scientists really do -- The language of science -- Rethinking children's capacity for scientific understanding -- Science class : Seeing ourselves in measurement -- Science class : Measuring and graphing height -- Building on knowledge, interest, and experience -- For further reading -- 2. Four strands of science learning -- The four strands -- Science class : Biodiversity in a city schoolyard -- Examining the four strands in instruction -- The interrelated nature of the four strands -- Science as practice : doing and learning together -- For further reading -- 3. Foundational knowledge and conceptual change -- Identifying a shared base of understanding in young children -- Seeing nature in new ways -- Types of conceptual change -- Using prior knowledge to make sense of the world -- Science class : Molecules in motion -- Examining conceptual change in Molecules in motion -- Building understanding over multiple years -- For further reading -- |
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4. Organizing science education around core concepts -- Building on core concepts over time -- Core concepts in relation to standards and benchmarks -- Using core concepts to build learning progressions -- Science class : The mystery box -- Extending scientific discussion -- Science class : The properties of air -- Teaching the atomic-molecular theory at the middle school level -- Science class : The nature of gases -- The benefits of focusing on core concepts and learning progressions -- For further reading -- 5. Making thinking visible : talk and argument -- Learning through talk and argument -- Encouraging talk and argument in the classroom -- Position-driven discussion -- Science class : Establishing classroom norms for discussion -- Appreciating cultural, linguistic, and experiential differences -- Strategies for inclusiveness -- Science class : Successfully supporting diversity -- For further reading -- 6. Making thinking visible : modeling and representation -- Mathematics -- Data -- Scale models, diagrams, and maps -- Modeling and learning progressions -- Science class : Representing data -- For further reading -- |
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7. Learning from science investigations -- Creating meaningful problems -- Sequencing meaningful instruction -- Constructing and defending explanations -- Scripting student roles -- Science class : Differentiating mass and density -- Science class : Looking at our scientific thinking -- For further reading -- 8. A system that supports science learning -- Teachers as learners -- Knowledge of science -- How students learn science -- Knowing how to teach science effectively -- Providing teachers with opportunities to learn -- Next steps -- Notes -- Appendix A : Questions for practitioners -- Appendix B : Assessment items based on a learning progression for atomic-molecular theory -- Appendix C : Academically productive talk -- Appendix D : Biographical sketches of oversight group and coauthors -- Index -- Acknowledgments -- Credits. |
| Form |
Also issued online. |
| Subject |
Science -- Study and teaching (Elementary) -- United States.
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Science -- Study and teaching (Secondary) -- United States.
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Research -- United States.
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Education, Secondary -- Curricula -- United States.
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| Added Author |
Shouse, Andrew W.
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Schweingruber, Heidi A.
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National Research Council (U.S.). Board on Science Education.
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| ISBN |
9780309106146 paperback |
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0309106141 paperback |
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