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Teaching and Learning Science - 
      Kenneth Tobin
    
      William J. Boone
    
      Lisa A. Donnelly
    
      David F. Treagust
    
      Richard H. Kozoll
    
      Margery D. Osborne
    
      John R. Staver
    
      Wolff-Michael Roth
    
      Barry J. Fraser
    
      Lilian Pozzer-Ardenghi
    
      Brian Hand
    
      William G. Holliday
    
      Beth Wassell
    
      Lisa M. Bouillian
    
      Donna DeGennaro
    
      Judith A. McGonigal
    
      Jennifer Beers
    
      Dale McCreedy
    
      Jessica J. Luke
    
      Kathryn F. Cochran
    
      Garrett Albert Duncan
    
      Randy K. Yerrick
    
      Sharon Nichols
    
      Ruby Simon
    
      Rowhea Elmesky
    
      Kathryn Scantlebury
    
      Angela Calabrese Barton
    
      Purvi Vora
    
      Alberto J. Rodriguez
    
      Sonya N. Martin
    
      Susan Gleason
    
      Melissa Fennemore
    
      Deborah J. Tippins
    
      Foram Bhukanwala
    
      Sarah-Kate LaVan
    
      Stephen M. Ritchie
    
      Scott Ritchie
    
      James H. Wandersee
    
      Renee M. Clary
    
      Barbara Tobin
    
      Shannon Casey
    
      Joseph Krajcik
    
      Rachel Mamlok-Naaman
    
      Cassondra Giombetti
    
      Gale Seiler
    
      Karen Elinich
    
      First State Robotics
    
      , Inc
    
      Christine Klein
    
      Jennifer D. Adams
    
      Kimberly Lebak
    
      Catherine Milne
    
      Pamela J. Garnett
    
      Tracey Otieno
    
      David Robison
    
      Steven Kluge
    
      Michael J. Smith
    
      John B. Southard
    
      SusanA Kirch
    
      Michele Amoroso
    
      Katy Roussos
    
      James Truby
    
      John Robert de Laeter
    
      Harry L. Shipman
    
      Paul H. Ruscher
    
      Miyoun Lim
    
      Loaiza Ortiz
    
      Isobel R. Contento
    
      Pamela A. Koch
    
      Marcia Dadds
    
      Danielle Dubno
    
      Marsha Smith
    
      Ji-Myung Nam
    
      Shophie Homan

Teaching and Learning Science

; William J. Boone (Innledning) ; Lisa A. Donnelly (Innledning) ; David F. Treagust (Innledning) ; Richard H. Kozoll (Innledning) ; Margery D. Osborne (Innledning) ; John R. Staver (Innledning) ; Wolff-Michael Roth (Innledning) ; Barry J. Fraser (Innledning) ; Lilian Pozzer-Ardenghi (Innledning) ; Brian Hand (Innledning) ; William G. Holliday (Innledning) ; Beth Wassell (Innledning) ; Lisa M. Bouillian (Innledning) ; Donna DeGennaro (Innledning) ; Judith A. McGonigal (Innledning) ; Jennifer Beers (Innledning) ; Dale McCreedy (Innledning) ; Jessica J. Luke (Innledning) ; Kathryn F. Cochran (Innledning) ; Garrett Albert Duncan (Innledning) ; Randy K. Yerrick (Innledning) ; Sharon Nichols (Innledning) ; Ruby Simon (Innledning) ; Rowhea Elmesky (Innledning) ; Kathryn Scantlebury (Innledning) ; Angela Calabrese Barton (Innledning) ; Purvi Vora (Innledning) ; Alberto J. Rodriguez (Innledning) ; Sonya N. Martin (Innledning) ; Susan Gleason (Innledning) ; Melissa Fennemore (Innledning) ; Deborah J. Tippins (Innledning) ; Foram Bhukanwala (Innledning) ; Sarah-Kate LaVan (Innledning) ; Stephen M. Ritchie (Innledning) ; Scott Ritchie (Innledning) ; James H. Wandersee (Innledning) ; Renee M. Clary (Innledning) ; Barbara Tobin (Innledning) ; Shannon Casey (Innledning) ; Joseph Krajcik (Innledning) ; Rachel Mamlok-Naaman (Innledning) ; Cassondra Giombetti (Innledning) ; Gale Seiler (Innledning) ; Karen Elinich (Innledning) ; First State Robotics (Innledning) ; , Inc (Innledning) ; Christine Klein (Innledning) ; Jennifer D. Adams (Innledning) ; Kimberly Lebak (Innledning) ; Catherine Milne (Innledning) ; Pamela J. Garnett (Innledning) ; Tracey Otieno (Innledning) ; David Robison (Innledning) ; Steven Kluge (Innledning) ; Michael J. Smith (Innledning) ; John B. Southard (Innledning) ; SusanA Kirch (Innledning) ; Michele Amoroso (Innledning) ; Katy Roussos (Innledning) ; James Truby (Innledning) ; John Robert de Laeter (Innledning) ; Harry L. Shipman (Innledning) ; Paul H. Ruscher (Innledning) ; Miyoun Lim (Innledning) ; Loaiza Ortiz (Innledning) ; Isobel R. Contento (Innledning) ; Pamela A. Koch (Innledning) ; Marcia Dadds (Innledning) ; Danielle Dubno (Innledning) ; Marsha Smith (Innledning) ; Ji-Myung Nam (Innledning) ; Shophie Homan (Innledning)

Teaching and Learning Science consists of sixty-six chapters written by more than ninety leading educators and scientists. The contributions are informed by cutting-edge theory and research and address numerous issues that are central to K–12 education. Les mer
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Vår pris: 861,-

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Leveringstid: Sendes innen 21 dager

Teaching and Learning Science consists of sixty-six chapters written by more than ninety leading educators and scientists. The contributions are informed by cutting-edge theory and research and address numerous issues that are central to K–12 education. This resource will be particularly valuable for parents and teachers as schools around the country prepare students to meet the challenges presented when science is added to the No Child Left Behind Act in 2007. These insightful contributions touch on many of the most controversial topics facing science educators and students today, including evolution, testing, homeschooling, ecology, and the achievement gaps faced by girls, children of color, and ESL learners. Accessible and full of insight, the set is written for teachers, parents, and students, and offers a wealth of resources germane to K-12 settings. The book is arranged according to themes that are central to science education: language and scientific literacy, home and school relationships, equity, new roles for teachers and students, connecting science to other areas of the curriculum, resources for teachers and learners, and science in the news. The authors address controversial topics such as evolution, and present alternative ways to think about teaching, learning, the outcomes of science education, and issues associated with high stakes testing. In addition, relationships between science and literacy are explored in terms of art and science, making sense of visuals in textbooks, reading, writing, children's literature, and uses of comics to represent science. Chapters also address how to teach contemporary science, including the origin of the chemical elements, the big bang, hurricanes, tornadoes, volcanoes, and tsunamis.
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Forlag: Rowman & Littlefield Education
Innbinding: Paperback
Språk: Engelsk
ISBN: 9781578866861
Format: 23 x 15 cm
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«Teaching and Learning Science is an excellent resource for those studying science instruction as well as those in need of a survey course in science education. Readers will certainly appreciate the suggested readings and websites at the end of the chapters. The book is also a valuable tool for conducting a book study for science professionals and is highly recommended for all science learning institutions, especially college libraries.»

«US teachers of K-12 science and teachers who teach them explore core issues in science education to help teachers, parents, students, and the general public become better informed about the science education curricula and public debates around it. The themes they address include language and scientific literacy, home and school relationships, equity, connecting science to the rest of the world, resources, and science in the news.»

Part 1 Key Issues in Science Education Chapter 2 Analyses of Current Trends and Practices in Science Education Chapter 3 High-Stakes Science Testing Chapter 4 Conceptual Change as a Viable Approach to Understanding Student Learning in Science Chapter 5 Finding Meaning in Science Chapter 6 Controversy over Evolution Chapter 7 Learning from Laboratory Activities Chapter 8 Learning Environments in Science Classrooms Part 9 Language and Scientific Literacy Chapter 10 Scientific Literacy Chapter 11 Verbal and Nonverbal Interactions in Science Classrooms Chapter 12 Understanding Visuals in Science Textbooks Chapter 13 Science and Writing Chapter 14 Reading and Science Chapter 15 Making Science Content Comprehensible for English Language Learners Chapter 16 The Interrelationship between Technological Fluency and Scientific Literacy Part 17 Home and School Relationships Chapter 18 Elementary Students and Parents Learning Science through Shared Inquiry Chapter 19 Rethinking Homework Chapter 20 Using Science to Bridge the Learning Gap between Home and School Chapter 21 The Homeschooled Child and Science Part 22 Equity Chapter 23 Race, Equity, and the Teaching of Science Chapter 24 Exploring Issues of Race, Power, and Concern in Rural Lower-Track Science Contexts Chapter 25 Science Learning Achievements to Leave No Community Behind Chapter 26 Poverty and Science Education Chapter 27 Gender Equity Issues Chapter 28 Understanding Agency in Science Education Chapter 29 Building Rovers to Bridge the Achievement Gap: Space Exploration at School and at Home Part 30 New Roles for Teachers and Students Chapter 31 Teachers as Researchers Chapter 32 Choreographing Teaching: Coteaching with Special Education/inclusion Teachers in Science Classrooms Chapter 33 Theater of the Oppressed Pedagogy: Fostering Critically Reflective Science Teachers Chapter 34 Constructing Knowledge about Electricity, Motors, and Magnets outside of the Box Chapter 35 Students as Researchers: Creating New Identities Chapter 36 Using Cogenerative Dialogues to Improve Science Education Chapter 37 Distributed Leadership Practices in Science Education Part 38 Making Connections with Science Chapter 39 Culturally Relevant Pedagogy for Science Education Chapter 40 Interactive Historical Vignette: The Scientific Endeavors of Mary Anning, the First Woman Paleontologist Chapter 41 Science and Art Chapter 42 Resources for Connecting Science and Literature Chapter 43 The place for Comics in Science Education Chapter 44 Using Driving Questions to Motivate and Sustain Student Interest in Learning Science Chapter 45 Students as Curriculum Guides: Environmental Science Chapter 46 Student Interest-Focused Curricula Part 47 Resources for Teaching and Learning Science Chapter 48 The Internet and Science Education Chapter 49 Educational Robotics Chapter 50 Science Teaching and Learning through the Zoo, Aquarium, and Botanical Garden Chapter 51 Using the Museum as a Resource for Learning Science Chapter 52 Using Field Trip Experiences to Further the Participation in and Learning of Science Chapter 53 Building Adult Advocacy in Science: A Girl Scout and Science Museum Collaboration Chapter 54 Pitfalls in the Teaching of Evolution: Darwin, Finches, History Chapter 55 Teaching Electrochemistry Chapter 56 Demo Essays: Using an Old Trick to Teach in a New Way Chapter 57 The Sumatra Earthquake and Tsunami, December 26, 2004 Chapter 58 Investigating Volvanic Flows through Inquiry Chapter 59 A Matter of Timing: Learning about the Impact of Environmental Changes on Animal Migration Chapter 60 Get Rocks in Your Head! Chapter 61 Use of the Internet in the Teacing of Elementary Science Chapter 62 Using Bill Nye, The Science Guy within a Framework of Inquiry Science Part 63 Science in the News Chapter 64 The Origin of the Chemical Elements Chapter 65 The Big Bang: How the Universe Began, and How to Teach It Chapter 66 Hurricanes and Tornadoes Chapter 67 Global Warming Chapter 68 Environmental Protection Chapter 69 Protecting the Air We Breathe Chapter 70 Childhood Overweight and Science Education Chapter 71 The Truth about Trans Fats Will Break Your Heart Chapter 72 Hair Relaxers: The Chemistry of an Everyday Experience Chapter 73 Sunscreens and Sunblocks: Using Sunprint Paper to Investigate SPF Chapter 74 Hydrogen Fuel Cells: The Alternative Energy Source of the Future?
Kenneth Tobin is presidential professor, Urban Education Program, The Graduate Center, City University of New York.