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Science Learning Science Teaching

Author: Jerry Wellington
Publisher: Routledge
ISBN: 1317225961
Size: 60.74 MB
Format: PDF
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Now fully updated in its fourth edition, Science Learning, Science Teaching offers an accessible, practical guide to creative classroom teaching and a comprehensive introduction to contemporary issues in science education. Aiming to encourage and assist professionals with the process of reflection in the science classroom, the new edition re-examines the latest advances in the field and changes to the curriculum, and explores the use of mobile technology and coding, and its impact on ICT in science education. With extra tasks integrated throughout the book and a brand new chapter, ‘Working scientifically’, to help develop learners’ investigative skills, key topics include: • The art and craft of science teaching. • The science curriculum and science in the curriculum. • Planning and managing learning. • Inclusive science education. • Laboratory safety in science learning and teaching. • Language and numeracy in science teaching and learning. • Computers and computing in science education. • Citizenship and sustainability in science education. Including points for reflection and useful information about further reading and recommended websites, Science Learning, Science Teaching is an essential source of support, guidance and inspiration for all students, teachers, mentors and those involved in science education wishing to reflect upon, improve and enrich their practice.

Teaching And Learning Secondary Science

Author: Jerry Wellington
Publisher: Routledge
ISBN: 1134612192
Size: 21.92 MB
Format: PDF
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A comprehensive and critical guide for new and experienced teachers on the teaching and learning of science. It combines an overview of current research with an account of curriculum changes to provide a valuable and practical guide to the business of classroom teaching.

Learning Science Teaching Developing A Professional Knowledge Base

Author: Bishop, Keith
Publisher: McGraw-Hill Education (UK)
ISBN: 0335222358
Size: 56.77 MB
Format: PDF, ePub
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The book argues that highly accomplished science teachers are also continually learning science teachers. It stresses the importance of learning through others, by participation in communities of science practitioners, as well as individual learning through classroom research.

Science Teaching Science Learning

Author: Elnora S. Harcombe
Publisher: Teachers College Press
ISBN: 9780807740330
Size: 25.51 MB
Format: PDF, Kindle
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Science Teaching/Science Learning, based on a model professional development program, gives powerful proof that urban teachers can ignite curiosity and promote deep understanding in children when provided with the necessary intellectual infrastructure, including a complex balance of increased science knowledge, a safe environment for professional experimentation, and a long-term interaction with colleagues. The ensuing invigoration and renewed dedication of program participants belies the inevitability of the projected national science teacher shortage. Harcombe breaks new ground demonstrating that when professional teacher development is based on constructivist learning theory and framed in the knowledge domain of the sciences, it empowers teachers to dramatically change what they know, how they teach, and what their students learn.

Teaching Science In The 21st Century

Author: Jack Rhoton
Publisher: NSTA Press
ISBN: 0873552695
Size: 36.81 MB
Format: PDF, ePub, Mobi
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The collection of 21 provocative essays gives you a fresh look at today’s most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation.

Learning Science And The Science Of Learning

Author: Rodger W. Bybee
Publisher: NSTA Press
ISBN: 1933531657
Size: 35.61 MB
Format: PDF, Docs
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Sure, you teach science. But do your students really learn it? Students of all ages will absorb more if you adapt the way you teach to the way they learn. That's the message of this thoughtful collection of 12 essays by noted science teachers. Based on the latest research, this is definitely a scholarly book. But to bring theories to life, it includes realistic scenarios featuring classrooms where students are encouraged to construct their own science learning. These scenarios will give you specific ideas on how to help your students become more reflective about their learning process, including what they know, what their stumbling blocks are, and how to overcome them. You'll also examine how to use formative assessment to gauge student learning during the course of a lesson, not just at the end.

Reframing Science Teaching And Learning

Author: David Stroupe
Publisher: Taylor & Francis
ISBN: 131727282X
Size: 10.35 MB
Format: PDF, ePub, Mobi
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Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the state of "science practice," it provides concrete examples of how students, supported by the actions of educators, take on new roles, shifting from passive recipients of information to active participants in conceptual, social, epistemic, and material features of science work. Each chapter provides an examination of how and why science practice evolves in learning communities in which students and teachers negotiate disciplinary work; an analysis of how specific pedagogical and social actions taken by someone with authority (a teacher or other educator) provides opportunities for students to shape science practices; a set of concrete recommendations for working with young students in formal and informal learning settings; and a set of suggestions and questions to catalyze future research about and the evolving relationships between educators, students, and science practices in the field of science education. Showing how and why the conceptual ideas presented are important, and providing specific, actionable suggestions for teachers and other educators for their daily work, this book includes both elementary and secondary learning sites.

Place Based Science Teaching And Learning

Author: Cory A. Buxton
Publisher: SAGE
ISBN: 1452238065
Size: 70.74 MB
Format: PDF, ePub
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Forty classroom-ready science teaching and learning activities for elementary and middle school teachers Grounded in theory and best-practices research, this practical text provides elementary and middle school teachers with 40 place-based activities that will help them to make science learning relevant to their students. This text provides teachers with both a rationale and a set of strategies and activities for teaching science in a local context to help students engage with science learning and come to understand the importance of science in their everyday lives.

Secondary Science Teaching For English Learners

Author: Edward G. Lyon
Publisher: Rowman & Littlefield
ISBN: 1442231270
Size: 17.30 MB
Format: PDF, ePub, Docs
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Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students’ use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.