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Follow the Science to School: Evidence-based Practices for Elementary Education

Author: Barbara Davidson

Publisher: John Catt

Published: 2022-03-21

Total Pages: 120

ISBN-13: 1915361184

“Follow the science.” How often have you picked up an education book to read how, according to the authors, the system is broken, failing, and flailing—but their ideas for fixing it will bring about a miraculous transformation? That’s not the approach of this volume. Sure, the editors believe that our system of education could achieve significantly better results. But they also recognize that schools have gotten better over time. One explanation is the progress schools have made in “following the science”. Especially in early reading and math instruction, scholars know more now about what works than we did in the past, and more schools are putting that knowledge into practice. Now, in the wake of a horrific pandemic, even the best elementary schools are struggling to help their students get their momentum back again. In this book, the editors share high-quality syntheses of evidence and insights from leading educators, academics, and other experts. And they communicate those findings in user-friendly language, with an understanding of the real-world complexities of schools and classrooms.

Teaching Science in Elementary and Middle School

Author: Joseph S. Krajcik

Publisher: Routledge

Published: 2014-01-23

Total Pages: 376

ISBN-13: 1136287752

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Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. In project-based science classrooms students investigate, use technology, develop artifacts, collaborate, and make products to show what they have learned. Paralleling what scientists do, project-based science represents the essence of inquiry and the nature of science. Because project-based science is a method aligned with what is known about how to help all children learn science, it not only helps students learn science more thoroughly and deeply, it also helps them experience the joy of doing science. Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K–12 Science Education" textboxes. More concise than previous editions, the Fourth Edition offers a wealth of supplementary material on a new Companion Website, including many videos showing a teacher and class in a project environment.

Teaching Science in Elementary and Middle School

Author: Joseph S. Krajcik

Publisher: Routledge

Published: 2018-06-12

Total Pages: 460

ISBN-13: 1351792741

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Teaching Science in Elementary and Middle School integrates principles of learning and motivation with practical teaching ideas for implementing them. Paralleling what scientists do, project-based learning (PBL) represents the essence of inquiry and the nature of science, and engages children and teachers in investigating meaningful, real-world questions about the world around them. This text provides concrete strategies on teaching using a project-based approach and on meeting the principles in A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). Features include strategies for planning long-term, interdisciplinary, student-centered units; scenarios to help readers situate new experiences; and a wealth of supplementary material on the Companion Website. Features in the Fifth Edition: Integrates research-based findings from the National Research Council’s Taking Science to School, A Framework for K–12 Science Education, and NGSS to engage learners and help them make sense of phenomena in using disciplinary core ideas, science and engineering practices, and crosscutting concepts Gives attention to cultural diversity throughout the chapters, with an added focus on working with English Language Learners Describes how to develop and use assessments that require students to make use of their knowledge to solve problems or explain phenomena Illustrates how to use PBL to make connections to Common Core Standards for Mathematics and English Language Arts Provides examples of project-based lessons and projects to illustrate how teachers can support children in engaging in scientific and engineering practices, such as asking questions, designing investigations, constructing models and developing evidence-based explanation

Science Education for Elementary Teachers

Author: Ann Benbow

Publisher: Wadsworth Publishing

Published: 2002

Total Pages: 304

ISBN-13:

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This book reflects its authors' many years of experience in elementary school teaching, pre-service and in-service education in science, and substantial work in science curriculum development. It is derived from, informed by, and directly linked to both the Benchmarks for Science Literacy and the National Research Council's National Science Education Standards. No other methods book integrates standards to this degree. Written with the idea that students "learn science by doing", this well respected author team focus on the constructivist approach and the integrating of science with other elementary academic subjects.

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.

Using Research and Reason in Education

Author: Paula J. Stanovich

Publisher:

Published: 2003

Total Pages: 42

ISBN-13:

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As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.

Science Education for Everyday Life

Author: Glen S. Aikenhead

Publisher: Teachers College Press

Published: 2006

Total Pages: 194

ISBN-13: 9780807746349

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This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.

Teaching Science in Elementary and Middle School

Author: Joseph S. Krajcik

Publisher: Routledge

Published: 2007

Total Pages: 540

ISBN-13:

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The need for a scientifically literate population that can apply scientific ideas to solve real world problems in the 21st century has never been greater. Yet a growing disconnect exists between this need and the educational capacity to prepare them. The mission of Teaching Science in Elementary and Middle School: A Project-Based Approach, 3e is to help answer this need. Like its predecessors, this new edition is organized around the guiding principles of problem-based learning: long-term, interdisciplinary, student-centered lessons that are relevant to real-world issues and activities. This teaching approach engages all young learners--regardless of culture, race, or gender--in exploring important and meaningful questions through a process of investigation and collaboration. Throughout this dynamic process, students ask questions, make predictions, design investigations, collect and analyze data, make products, and share ideas. Changes in this new edition include the following... Stronger, more explicit connections between PBS, inquiry teaching and the National Science Education Standards (NSES). The theme of establishing the relevance of science to students' lives has been expanded. It now includes attention to discrepant events, anchoring events, and experiencing phenomena in addition to its previous focus on driving questions. To help children understand that science is about explaining phenomena, a new chapter, Making Sense of Data, now follows the one on Designing and Carrying Out Investigations. It contains a section on helping children create evidence-based scientific explanations. A new section on the challenges of special needs and gifted students. The discussion of technology in science teaching have been expanded to include such new devices as wireless handhelds, cameras, cell phones, wikis and ipods. The introductory scenarios have been reworked to insure greater relevance to elementary science teaching. An accompanying Web site will offer test items and strategies to support students in problem-solving and in planning and carrying-out investigations. This text is appropriate for anyone interested in teaching elementary or middle school science using an inquiry-oriented, problem-based framework.

The Science of Reading

Author: Margaret J. Snowling

Publisher: John Wiley & Sons

Published: 2013-04-22

Total Pages: 922

ISBN-13: 1118712307

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The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Building the Young Reader′s Brain, Birth Through Age 8

Author: Pamela Nevills

Publisher: Corwin Press

Published: 2023-07-11

Total Pages: 305

ISBN-13: 1071888757

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A practical guide to teaching the way a child’s brain learns best In this update of a bestselling classic, you will learn how to develop children’s capacity and will to read. Each sequential chapter is practical, eye-opening, and exactly what you need to engage young learners, plan lessons, partner with parents, and align your PreK-3 classrooms to the science of learning and the science of reading. Gain the latest insights on: Brain development from birth to age eight, plus the skills to nourish it, age by age and grade by grade What the latest neuroscientific research now says about oral language acquisition The evidence base for practices such as read alouds, inventive spelling, and sustained silent reading Why vocabulary building must happen concurrently with phonological processing, decoding, fluency, spelling, and writing How to artfully combine explicit teaching of skills with playful, multi-sensory routines every day All aspects of memory are needed to develop successful readers. When we engage children’s brains and build our teaching practices around what we know about how the human brain makes meaning, literacy learning makes more sense for children... and for us.