Taking Science to School: Learning and Teaching Science in Grades K-8

Sonst. Personen	Duschl, Richard A. (Hrsg.); Schweingruber, Heidi A. (Hrsg.); Shouse, Andrew W. (Hrsg.)
Titel	Taking Science to School: Learning and Teaching Science in Grades K-8
Quelle	(2007), (404 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-3091-0205-7; 978-0-3091-0205-6
Schlagwörter	Evidence; Science Education; Teacher Education; Scientific Concepts; Kindergarten; Elementary School Students; Learning Processes; Teaching Methods; Science Instruction; Child Development; Informal Education; Educational Research; Guides; Scientific Principles; Educational Policy; Science Curriculum + Suchen Sie Ihr Suchwort? Evidenz; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kindesentwicklung; Informelle Bildung; Nichtformale Bildung; Bildungsforschung; Pädagogische Forschung; Handbuch; Leitfaden; Politics of education; Bildungspolitik
Abstract	What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. "Taking Science to School" answers such questions as: (1) When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects?; (2) What role does nonschool learning play in children's knowledge of science?; (3) How can science education capitalize on children's natural curiosity?; (4) What are the best tasks for books, lectures, and hands-on learning?; and (5) How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. The table of contents is as follows: Part I, Introduction, contains: (1) Science Learning Past and Present; and (2) Goals for Science Education. Part II, How Children Learn Science, contains (3) Foundations for Science Learning in Young Children; (4) Knowledge and Understanding of the Natural World; (5) Generating and Evaluating Scientific Evidence and Explanations; (6) Understanding How Scientific Knowledge Is Constructed; and (7) Participation in Scientific Practices and Discourse. Part Part III, Supporting Science Learning presents: (8) Learning Progressions; (9) Teaching Science as Practice; and (10) Supporting Science Instruction. Part IV, Future Directions for Policy, Practice, and Research: contains (11) Conclusions and Recommendations. Appended are: (1) Overview of Learning Progressions for Matter and the Atomic-Molecular Theory; (2) Biographical Sketches of Committee Members and Staff. (As Provided).
Anmerkungen	National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Tel: 888-624-8373; Tel: 202-334-2000; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10