A thematic unit featuring an inquisitive student who is trying to uncover the truth about a mysterious environmental calamity which is designed to help students in grades five through eight build scientific content and research-related inquiry skills.
As students investigate the cause of a mysterious fish die-off near Synchrony City, they learn the interconnectedness of the natural world, investigating chlorine pollution, acid rain, erosion, predator-prey relationships, phosphate pollution, and oil pollution. Students come to appreciate the complexity of many environmental problems.
As students investigate the cause of a mysterious fish die-off near Synchrony City, they learn the interconnectedness of the natural world, investigating chlorine pollution, acid rain, erosion, predator-prey relationships, phosphate pollution, and oil pollution. Students come to appreciate the complexity of many environmental problems.
This Handbook presents methods to advance the understanding of interdependencies between the well-being of human societies and the performance of their biophysical environment. It showcases applications to material and energy use; urbanization and tech
The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.
Combining research-based perspectives and current examples including Minecraft and Animal Crossing : New Horizons, We the Gamers shows how games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change.
Learning-through-Touring uncovers ways in which people interact with the built environment by exploring the spaces around, between and within buildings. The key idea embodied in the book is that learning through touring is haptic –the learner is a physical, cognitive and emotional participant in the process. It also develops the concept that tours, rather than being finished products, are designed to evolve through user participation and over time. Part One of the book presents a series of analytical investigations into theories and practices of learning and touring that have then been developed to produce a set of conceptual methods for tour design. Projects that have tried and tested these methods are described in Part Two. Technologies that have been utilised as portable tools for learning-through-touring are illustrated both through historical and contemporary practices. In all of this, there is an underlying belief that what is formally presented to us by ‘authorities’ is open to self-discovery, questioning and independent enquiry. The book is particularly relevant for those seeking innovative ways to explore and engage with the built environment; mobile learning educators; learning departments in museums, galleries and historic buildings; organisations involved in ‘bridging the gap’ between architecture and public understanding and anyone who enjoys finding out new things about their environment.
When it comes to computer games, the numbers are astounding: the world's top professional gamer has won over half a million dollars shooting virtual monsters on-screen; online games claim literally millions of subscribers; while worldwide spending on computer gaming will top £24 billion by 2011. From techno-toddlers to silver surfers, everyone's playing games on their PCs, Wiis, Xboxes and phones. How are we responding to this onslaught of brain-training, entertaining, potentially addicting, time-consuming, myth-spawning games? In Powering Up, Rebecca Mileham looks at the facts behind the headlines to see what effect this epidemic of game-playing is really having on us and the society we live in. Is it making us obese, anti-social, violent and addicted... or just giving us different ways of getting cleverer, fitter and more skilled? She examines the evidence, from experts and gamers alike, and asks some controversial and thought-provoking questions: Are car-driving games turning us into boy racers? Could becoming a virtual bully help children solve classroom disputes? Should you feel remorse for killing pixel people? Does it matter if you cheat in a single-player game? Can games get ex-prisoners back to work? If you're part of the gaming revolution yourself, or are just curious to know what's fact and what's fiction in the media coverage of this topic, then this is the book for you. About the author Rebecca Mileham has written for the Sunday Times, She magazine, and for museums all over the UK. In ten years at the Science Museum, London, she developed exhibitions on topics as diverse as Charles Babbage's Difference Engines, robotic submarines, face transplants and the male pill. http://www.rebecca.mileham.net/
Voices from the Classroom illustrates that teachers have a leading voice in the policies that impact their students and the profession of teaching. The aim is to provide a rich and broad view of the impact of inquiry in the classrooms, from primary to higher education, and to provide a window into the perspective of teachers. Voices from the Classroom allows us to advance this mission by identifying and then turning educators' ideas into action. The publication includes chapters on issues ranging from dyslexic students' geospatial abilities to teachers' differential behaviours related, student characteristics and the experiences of refugees with bullying in the educational space. All the contributions published in this book emerged from real classrooms: our teachers and researchers conducted their research by drawing on their experience as educators. We believe that these insights into everyday classrooms, and the issues affecting them, are crucial to making teaching and learning better. We hope they can help drive real, positive change for students and teachers.