Engineering Students And The Application Of Science
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A Framework for K-12 Science Education
Author: National Research Council
language: en
Publisher: National Academies Press
Release Date: 2012-03-28
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.
Reaching Students
"Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way."--Provided by publisher.
A Practical Approach to Supporting Science and Engineering Students with Self-Regulated Learning
Author: Erin E. Peters-Burton
language: en
Publisher: Cambridge University Press
Release Date: 2023-11-16
Science and engineering practices tend to be more difficult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and reflection on their performance of science and engineering practices. It models ways teachers can support effective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning.