Teaching The Pursuit Of Science
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Teaching About Evolution and the Nature of Science
Author: National Academy of Sciences
language: en
Publisher: National Academies Press
Release Date: 1998-05-06
Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution. The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume: Presents the evidence for evolution, including how evolution can be observed today. Explains the nature of science through a variety of examples. Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction. Answers frequently asked questions about evolution. Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Councilâ€"and offers detailed guidance on how to evaluate and choose instructional materials that support the standards. Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community.
Taking Science to School
Author: National Research Council
language: en
Publisher: National Academies Press
Release Date: 2007-05-16
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.
EBOOK: TEACHING AND LEARNING SCIENCE
Author: Derek Hodson
language: en
Publisher: McGraw-Hill Education (UK)
Release Date: 1998-12-16
This book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity. Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.