Ready, set, science! : putting research to work in K-8 science classrooms / Sarah Michaels, Andrew W. Shouse, and Heidi A. Schweingruber ; Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies.

Format:

Book

Author/Creator:

Michaels, Sarah, 1953-

Contributor:

Shouse, Andrew W.

Schweingruber, Heidi A.

National Research Council (U.S.). Board on Science Education.

Language:

English

Subjects (All):

Science--Study and teaching (Elementary)--United States.

Science.

Science--Study and teaching (Secondary)--United States.

Research--United States.

Research.

Education, Secondary--Curricula--United States.

Education, Secondary.

Physical Description:

1 online resource (218 p.)

Edition:

1st ed.

Place of Publication:

Washington, D.C. : National Academies Press, c2008.

Language Note:

English

Summary:

What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone 1/2including parents 1/2directly or indirectly involved in the teaching of science.

Contents:

Front Matter

Contents

Foreword

Preface

1 A New Vision of Science in Education

2 Four Strands of Science Learning

3 Foundational Knowledge and Conceptual Change

4 Organizing Science Education Around Core Concepts

5 Making Thinking Visible: Talk and Argument

6 Making Thinking Visible: Modeling and Representation

7 Learning from Science Investigations

8 A System That Supports Science Learning

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

Order Form.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. 167-170) and index.

ISBN:

9786611110017

9780309131940

0309131944

9781281110015

1281110019

9780309106153

030910615X

OCLC:

609125000