| Description |
xiii, 225 pages : illustrations ; 28 cm |
| Bibliography |
Includes bibliographical references (pages 213-217) and index. |
| Contents |
pt. I. Welcome to Launching Learners in Science -- 1. The origin of Launching Learners in Science -- Knowing science -- Knowing children and how they learn -- Knowing structures that facilitate learning and teaching science -- Changing emphases -- Outline of the NSES science content standards -- I. Unifying concepts and processes -- IIA. Science as inquiry -- IIIB. Physical science content standards -- IIIC. Life science standards -- IVD. Earth and space science -- VE. Science and technology -- VIF. Science in personal and social perspective -- VIIG. History and nature of science -- Conversation starters -- 2. The nature of science -- What is the nature of science? -- Science as a body of knowledge -- Science as process -- Elements of the scientific process -- A historical example -- Science as process in elementary school -- Reviewing the nature of science in elementary education -- Conversation starters -- 3. Prior beliefs, efficacy, and teaching science -- Influence of experiences and beliefs on practice -- Efficacy -- Reflecting on the walls of teaching science -- Getting around the walls -- Wall #1 : do not know enough science content -- Wall #2 : students need to know the "right answers" -- Wall #3 : I don't have time to teach science -- Wall #4 : active science lessons disrupt my classroom management -- Reflecting on you own science walls -- Conversation starters -- |
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pt. II. Construction ahead! : influences on learning -- 4. Maturation and learning -- Constructing knowledge -- Piaget : the interaction of maturation and experience -- Assimilation and accommodation -- Equilibrium/disequilibrium -- Stages of cognitive development -- Conversation starters -- 5. Social interaction and learning -- Vygotsky and social interaction -- Language -- Culture -- The teacher's role : personal educator -- Optimum learning : the zone of proximal development -- Identifying students' zones of proximal development -- Scaffolding : stretching without pulling -- The right amount of interaction -- The controlling guide -- The dispassionate guide -- The effective guide -- Social interaction with peers -- Conversation starters -- 6. Active learning -- Active learning : hands-on, minds-on -- The emotional side of active learning -- The ingredients for active learning -- Materials -- Manipulation -- Choice -- Language -- Adult support -- Conversation starters -- |
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pt. III. Classroom experiences -- 7. Key science experiences -- The key science experiences -- A wheel of key science experiences -- Observing -- Representing -- Organizing -- Detecting patterns and questioning -- Experimenting -- Sharing -- Putting it all together -- The key science experiences and maturation -- Scaffolding for the teacher -- Conversation starters -- 8. Thinking routines -- Getting "in to" the learning in the classroom -- Staying active in the learning -- Going deeper within the learning -- Why use thinking routines? -- Maturation and thinking routines -- Scaffolding within thinking routines -- Scaffolding with language -- Scaffolding with tools -- Scaffolding with the environment -- Gathering your balloons -- Conversation starters -- 9. Planning science workshops -- What is a science workshop? -- Whole-group instruction -- Thinking about creating workshops -- A sample workshop unit -- Rocks -- Scaffolding within workshops -- Scaffolding content -- Scaffolding for student needs : differentiation -- Scaffolding the key science experiences -- Tips for getting started with workshops -- Why workshops? -- Creating your own workshops, a checklist -- Before a unit -- Before a workshop -- Conversation starters -- |
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pt. IV. Science is a community affair -- 10. Assessment -- Formative assessment -- Features of formative assessment -- Formative assessment and motivation -- Task orientation and ego involvement -- Tools of formative assessment -- Helping students self-assess -- Questioning as a type of formative assessment -- Anecdotal note taking -- Student journals -- Rubrics -- Portfolios -- Summative assessments -- The why of assessing -- Conversation starters -- 11. Access to science in a classroom -- Science studios -- Access to science -- Access to materials -- Types of materials -- Collecting and organizing materials -- Why is access to materials important? -- Supporting students' work with materials -- Access to science spaces -- Physical space -- Emotional safety -- Adequate time for investigation -- Celebrations of accomplishments -- Access to people -- Support from teachers -- Collaboration with peers -- Family involvement -- Community resources -- Access to the world -- Technology -- Field trips -- The great outdoors -- The best of both worlds : laboratories and studios for children -- Conversation starters -- 12. Connections to curriculum -- Your foundation : the science curriculum -- Study your district objectives -- Plan units around the objectives -- The next layer : integration -- Making the curriculum your own -- Conversation starters -- |
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pt. V. Resources -- Resource A. Safety -- Safety in the classroom -- Safety and active learning -- Some "absolute musts" -- Resource B. Literature -- Children's literature. |
| Subject |
Science -- Study and teaching (Elementary)
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Science -- Study and teaching (Elementary) -- Methodology.
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Science -- Study and teaching (Elementary) -- Philosophy.
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| Added Author |
Veomett, George E.
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| ISBN |
1412937027 cloth |
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9781412937023 cloth |
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1412937035 paperback |
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9781412937030 paperback |
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