Taking Science to School: Learning and Teaching Science in Grades K-8
Book details
Summary
Description
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 science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--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.
Table of Contents- Front Matter
- Executive Summary
- Part I - Introduction: 1 Science Learning Past and Present
- 2 Goals for Science Education
- Part II - How Children Learn Science: 3 Foundations for Science Learning in Young Children
- 4 Knowledge and Understanding of the Natural World
- 5 Generating and Evaluating Scientific Evidence and Explanations
- 6 Understanding How Scientific Knowledge Is Constructed
- 7 Participation in Scientific Practices and Discourse
- Part III - Supporting Science Learning: 8 Learning Progressions
- 9 Teaching Science as Practice
- 10 Supporting Science Instruction
- Part IV - Future Directions for Policy, Practice, and Research: 11 Conclusions and Recommendations
- Appendix A: Overview of Learning Progressions for Matter and the Atomic-Molecular Theory
- Appendix B: Biographical Sketches of Committee Members and Staff
- Index
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