When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas, right or wrong, form the basis of all they subsequently learn. Research has shown that teaching is unlikely to be effective unless it takes into account the position from which the learner starts. Making Sense of Secondary Science provides a concise and accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: * life and living processes * materials and their properties * physical processes. Full bibliographies in each section allow interested readers to pursue the themes further. Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research. Its publication in this convenient form will be welcomed by all researchers in science education and by practicing science teachers continuing their professional development, who want to deepen their understanding of how their children think and learn.
What ideas do children hold about the naturl world? How do these ideas affect their learning of science? When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas contribute to subsequent learning and research has shown that teaching is unlikely to be effective unless it takes learners' perspectives into account. Making Sense of Secondary Science: Research into Children's Ideas provides a concise, accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: life and living processes; materials and their properties; and physical processes. Much of this material has hitherto been difficult to access and its publication in this convenient form will be welcomed by all science teachers, both in initial training and in schools, who want to deepen their understanding of how their children think.
In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach. Divided into three sections the book covers: framing the subject - defining subject knowledge and focusing on questions about science as a school subject teaching the subject - looking at pedagogical, curricular and pupil knowledge science within the professional community - focusing on the place of science within the wider curriculum and the teaching community. This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
Nationally known science educator Page KeeleyOCoprincipal author of the popular, four-volume NSTA Press series Uncovering Students Ideas in ScienceOCohas teamed up with physicist and science educator Rand Harrington to write this first volume in their new series on physical science. They begin with one of the most challenging topics in physical science: force and motion. The 45 assessment probes in this book enable teachers to find out what students really think about key ideas in force and motion."
Author: James J. Gallagher
Publisher: Prentice Hall
Release Date: 2007
Teaching Middle and High School Science for Understanding: A Practical Guide for Teachers provides a theoretical and practical introduction to teaching science for understanding and application. The book is grounded in a new paradigm for science education that is consistent with the Project 2061, National Science Education Standards and reform programs in many states. It is based on formal research and on experiences of teachers who have been successful in transforming their classrooms from traditional forms of instruction to an environment where students learn to understand science and apply it in their own lives. The author's experience in classrooms, and with practicing teachers in the U.S. and in several other nations, add richness to this book as a resource for helping teachers improve their professional effectiveness. The author demonstrates science teaching through three different levels of learning activities: building students' base of information developing understanding applying knowledge Each chapter guides you through the type of planning and instruction you will need to create a constructivist environment in your classroom, providing you with specific activities and examples to illustrate how you can teach science for understanding.
The standards-based lessons in this slim volume serve as an introduction to environmental science for young learners. Hop Into Action helps teach children about the joy of amphibians through investigations that involve scientific inquiry and knowledge building. Twenty hands-on learning lessons can be used individually or as a yearlong curriculum. Each lesson is accompanied by detailed objectives, materials lists, background information, step-by-step procedures, evaluation questions, assessment methods, and additional web resources. The activities can be integrated into other disciplines such as language arts, physical education, art, and math and are adaptable to informal learning environments. --from publisher description.
The Curriculum Topic Study (CTS) process, funded by the US National Science Foundation, helps teachers improve their practice by linking standards and research to content, curriculum, instruction, and assessment. Key to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facililtate the CTS process, including: a solid foundation in the CTS framework; multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching; facilitation, group processing, and materials management strategies; and a CD-ROM with handouts, PowerPoint slides, and templates. By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowlege of content, improve teaching practices, and have a positive impact on student learning.
A companion to Aspects of Teaching Secondary Science, the first section of this reader provides an overview of the key issues, discussing the nature of science and its role in the school curriculum. The second section goes on to examine critically the ways in which science is reflected in the school curriculum, while the third section discusses recent curriculum initiatives and developments. Turning the focus from what is taught on to who is taught, section four shows that students are very much active learners in the classroom, making sense of their experiences and constructing their own meanings. The final section covers the role of research in science education, giving examples of research papers and considering how productive collaboration between teachers and researchers can impact upon the effectiveness of classroom practice.
Dieser Klassiker der Entwicklungspsychologie liefert eine gut verständliche und immer noch spannend zu lesende Übersicht über die typischen Wahrnehmungs- und Interpretationsmuster von Vorschulkindern. Wie interpretieren Kinder den Zusammenhang von Wörtern und Dingen, den Ursprung und die Eigenschaften natürlicher Phänomene und die Ursache von Ereignissen? Jean Piaget analysiert in diesem Buch die typischen Eigenheiten des kindlichen Weltverstehens und widmet sich damit grundlegenden Fragen der Entwicklungspsychologie. Auf der Basis eigener Befragungen zu unterschiedlichen Aspekten der Kinderlogik greift er die Resultate der damaligen Forschung auf und setzt diese zu einem umfassenden Erklärungsmodell zusammen.
Author: National Research Council
Publisher: National Academies Press
Release Date: 2004-12-23
How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing studentsâ€™ knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about childrenâ€™s education.
Malcolm Gladwell, Bestsellerautor und Star des amerikanischen Buchmarkts, hat die wahren Ursachen des Erfolgs untersucht und darüber ein lehrreiches, faszinierendes Buch geschrieben. Es steckt voller Geschichten und Beispiele, die zeigen, dass auch außergewöhnlicher Erfolg selten etwas mit individuellen Eigenschaften zu tun hat, sondern mit Gegebenheiten, die es dem einen leicht und dem anderen unmöglich machen, erfolgreich zu sein. Die Frage ist nicht, wie jemand ist, sondern woher er kommt: Welche Bedingungen haben diesen Menschen hervorgebracht? Auf seiner anregenden intellektuellen Erkundung der Welt der Überflieger erklärt Gladwell unter anderem das Geheimnis der Softwaremilliardäre, wie man ein herausragender Fußballer wird, warum Asiaten so gut in Mathe sind und was die Beatles zur größten Band aller Zeiten machte.