The Challenge and Promise of K-8 Science Education ReformDIANE Publishing, 1998 - 99 páginas Vol. 1 of Foundations, a monograph series published by the National Science Foundation to serve those working to better science, mathematics and technology education in the U.S. Examines opportunities and challenges for those at the front line of science education in elementary and middle schools. Designed as a resource for teachers and administrators who have not yet implemented a program of inquiry-based science education, and a short introduction for those beginning the complex and difficult journey of science education reform based on the experiences of educators working in the field today. |
Términos y frases comunes
administrators African Americans Alessi assessment Center CHAPTER classroom Cleveland Co-Principal Investigators collaboration Coverage create director effort values Email ence equity Evaluation experience Exploratorium funders funding goals habitats hands-on Hudicourt-Barnes Huntsville implementation initiative inquiry inquiry-based instruction inquiry-based science education inquiry-based science teaching Institution instructional materials knowledge Las Vegas leaders leadership Linda Gregg Loucks-Horsley mathematics and science Merck Mesa Museum National Science Education National Science Foundation North Avenue Baltimore organizations parents partners partnerships Phone policies practices Principal Investigator professional development Professional development programs Public Schools quality science education reform effort Research responsibility role San Francisco Sandy Lam school systems Schools and districts science coordinator science education reform Science Education Standards science program science reform scientific scientists staff development strategies systemic change systemic reform teach science Teacher Enhancement teacher-leaders teaching and learning terraria tion U.S. Department understanding Vegas Washington worms
Pasajes populares
Página 14 - More Emphasis on Understanding and responding to individual student's interests, strengths, experiences, and needs Selecting and adapting curriculum Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes Guiding students in active and extended scientific inquiry Providing opportunities for scientific discussion and debate among students Continuously assessing student understanding Sharing responsibility for learning with students Supporting a classroom community...
Página 71 - They can improve school programs and school climate, provide family services and support, increase parents' skills and leadership, connect families with others in the school and in the community, and help teachers with their work. However, the main reason to create such partnerships is to help all youngsters succeed in school and in later life. When parents, teachers, students, and others view one another as partners in education, a caring community forms around students and begins its work.
Página 7 - Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze and interpret data; proposing answers, explanations, and predictions; and communicating the results.
Página 14 - The teaching standards encompass the following changes in emphases: LESS EMPHASIS ON Treating all students alike and responding to the group as a whole Rigidly following curriculum Focusing on student acquisition of information Presenting scientific knowledge through lecture, text, and demonstration...
Página 14 - Guiding students in active and extended scientific inquiry Asking for recitation of acquired knowledge Testing students for factual information at the end of the unit or chapter Maintaining responsibility and authority Supporting competition Working alone...
Página 26 - Pathways to the science standards: Guidelines for moving the vision into practice (High School ed.).
Página 59 - Mitchener, CP (1994). Research on science teacher education. In DL Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3-44). New York: Macmillan.
Página 14 - Less Emphasis on Treating all students alike and responding to the group as a whole Rigidly following curriculum Focusing on student acquisition of information Presenting scientific knowledge through lecture, text, and demonstration Asking for recitation of acquired knowledge Testing students...
Página 83 - Standard A Teachers of science plan an inquiry-based science program for their students. In doing this, teachers • Develop a framework of yearlong and short-term goals for students. • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
Página 36 - Elementary School Science for the '90s. Alexandria, Va.: Association for Supervision and Curriculum Development, 1990.