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:
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
|Part I - Introduction: 1 Science Learning Past and Present||9-25|
|2 Goals for Science Education||26-50|
|Part II - How Children Learn Science: 3 Foundations for Science Learning in Young Children||51-92|
|4 Knowledge and Understanding of the Natural World||93-128|
|5 Generating and Evaluating Scientific Evidence and Explanations||129-167|
|6 Understanding How Scientific Knowledge Is Constructed||168-185|
|7 Participation in Scientific Practices and Discourse||186-210|
|Part III - Supporting Science Learning: 8 Learning Progressions||211-250|
|9 Teaching Science as Practice||251-295|
|10 Supporting Science Instruction||296-330|
|Part IV - Future Directions for Policy, Practice, and Research: 11 Conclusions and Recommendations||331-356|
|Appendix A: Overview of Learning Progressions for Matter and the Atomic-Molecular Theory||357-365|
|Appendix B: Biographical Sketches of Committee Members and Staff||366-372|
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