Learning Science by Doing Science
Learning Science by Doing Science

Author: Alan Colburn

Publisher: Corwin Press

Published: 2016-12-22

Total Pages: 209

ISBN-13: 1506387403

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Time-tested activities to teach the key ideas of science—and turn students into scientists! This witty book adapts classic investigations to help students in grades 3 through 8 truly think and act like scientists. Chapter by chapter, this accessible primer illustrates a “big idea” about the nature of science and offers clear links to the Next Generation Science Standards and its Science and Engineering Practices. You’ll also find: A reader-friendly overview of the NGSS Guidance on adapting the activities to your grade level, including communicating instructions, facilitating discussions, and managing safety concerns Case studies of working scientists to highlight specifics about the science and engineering practices

Learning Science by Doing Science
Learning Science by Doing Science

Author: Alan Colburn

Publisher: Corwin Press

Published: 2016-12-22

Total Pages: 210

ISBN-13: 1506387381

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Time-tested activities to teach the key ideas of science—and turn students into scientists! This witty book adapts classic investigations to help students in grades 3 through 8 truly think and act like scientists. Chapter by chapter, this accessible primer illustrates a “big idea” about the nature of science and offers clear links to the Next Generation Science Standards and its Science and Engineering Practices. You’ll also find: A reader-friendly overview of the NGSS Guidance on adapting the activities to your grade level, including communicating instructions, facilitating discussions, and managing safety concerns Case studies of working scientists to highlight specifics about the science and engineering practices

The Art of Doing Science and Engineering
The Art of Doing Science and Engineering

Author: Richard W. Hamming

Publisher: Stripe Press

Published: 2020-05-26

Total Pages: 327

ISBN-13: 195395331X

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A groundbreaking treatise by one of the great mathematicians of our time, who argues that highly effective thinking can be learned. What spurs on and inspires a great idea? Can we train ourselves to think in a way that will enable world-changing understandings and insights to emerge? Richard Hamming said we can, and first inspired a generation of engineers, scientists, and researchers in 1986 with "You and Your Research," an electrifying sermon on why some scientists do great work, why most don't, why he did, and why you should, too. The Art of Doing Science and Engineering is the full expression of what "You and Your Research" outlined. It's a book about thinking; more specifically, a style of thinking by which great ideas are conceived. The book is filled with stories of great people performing mighty deeds––but they are not meant to simply be admired. Instead, they are to be aspired to, learned from, and surpassed. Hamming consistently returns to Shannon’s information theory, Einstein’s relativity, Grace Hopper’s work on high-level programming, Kaiser’s work on digital fillers, and his own error-correcting codes. He also recounts a number of his spectacular failures as clear examples of what to avoid. Originally published in 1996 and adapted from a course that Hamming taught at the U.S. Naval Postgraduate School, this edition includes an all-new foreword by designer, engineer, and founder of Dynamicland Bret Victor, and more than 70 redrawn graphs and charts. The Art of Doing Science and Engineering is a reminder that a childlike capacity for learning and creativity are accessible to everyone. Hamming was as much a teacher as a scientist, and having spent a lifetime forming and confirming a theory of great people, he prepares the next generation for even greater greatness.

Taking Science to School
Taking Science to School

Author: National Research Council

Publisher: National Academies Press

Published: 2007-04-16

Total Pages: 404

ISBN-13: 0309133831

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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: 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? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? 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 scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"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.

Inquiry-based Science Education
Inquiry-based Science Education

Author: Robyn M. Gillies

Publisher: CRC Press

Published: 2020-01-24

Total Pages: 92

ISBN-13: 1000036316

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Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking

Science Teachers' Learning
Science Teachers' Learning

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

Published: 2016-01-15

Total Pages: 257

ISBN-13: 0309380189

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Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.

Learning Science in Informal Environments
Learning Science in Informal Environments

Author: National Research Council

Publisher: National Academies Press

Published: 2009-05-27

Total Pages: 348

ISBN-13: 0309141133

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Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.

Learning Science by Doing Science
Learning Science by Doing Science

Author: Alan Colburn

Publisher: Corwin Press

Published: 2016-12-22

Total Pages: 212

ISBN-13: 150638739X

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Time-tested activities to teach the key ideas of science—and turn students into scientists! Science education is becoming more rigorous than ever, but that doesn’t have to make it more difficult. In this straightforward and witty book, Alan Colburn has adapted classic investigations to help students in grades 3 through 8 truly think and act like scientists. Chapter by chapter, this accessible primer walks you through classic science investigations, discussing how each one illustrates a "big idea" about the nature of science, and offering clear links to the Next Generation Science Standards and its Science and Engineering Practices. You’ll also find: A reader-friendly overview of the NGSS Guidance on adapting the activities to your grade level, including communicating instructions, facilitating discussions, and managing safety concerns Case studies of working scientists to highlight specifics about the science and engineering practices. With this elemental guide, you’ll teach your students not just what scientists do, but how scientists think—giving them the 21st-century skills they need to become the next generation of scientists. "Now that the real work of NGSS implementation has begun, there is a high demand for quality instructional resources that show how core ideas and concepts, practices, and the nature of science come together in meaningful, intellectually engaging science investigations supported with content and pedagogical background information for the teacher. Thank you Alan Coburn for providing a resource that addresses the challenges and practical reality of transitioning to quality classroom instruction that mirrors our current best thinking about teaching and learning science." — Page Keeley, Past-President of the National Science Teachers Association

Investigative Science Learning Environment
Investigative Science Learning Environment

Author: Eugenia Etkina

Publisher: Morgan & Claypool Publishers

Published: 2019-11-15

Total Pages: 137

ISBN-13: 1643277804

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The goal of this book is to introduce a reader to a new philosophy of teaching and learning physics - Investigative Science Learning Environment, or ISLE (pronounced as a small island). ISLE is an example of an "intentional" approach to curriculum design and learning activities (MacMillan and Garrison 1988 A Logical Theory of Teaching: Erotetics and Intentionality). Intentionality means that the process through which the learning occurs is as crucial for learning as the final outcome or learned content. In ISLE, the process through which students learn mirrors the practice of physics.

A Framework for K-12 Science Education
A Framework for K-12 Science Education

Author: National Research Council

Publisher: National Academies Press

Published: 2012-02-28

Total Pages: 400

ISBN-13: 0309214459

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Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.