Author : David Jerner Martin
Publisher : Cengage Learning
Page : 412 pages
File Size : 34,93 MB
Release : 2001
Category : Education
ISBN : 9780766813199
Open-ended inquiry activities from a constructionist perspective for young children. Basic processes include: observing, classifying, communicating, measuring, predicting, and inferring,
Author : Carla Zembal-Saul
Publisher : Prentice Hall
Page : 162 pages
File Size : 10,19 MB
Release : 2013
Category : Education
ISBN : 9780132117265
With the view that children are capable young scientists, authors encourage science teaching in ways that nurture students' curiosity about how the natural world works including research-based approaches to support all K-5 children constructing scientific explanations via talk and writing. Grounded in NSF-funded research, this book/DVD provides K-5 teachers with a framework for explanation (Claim, Evidence, Reasoning) that they can use to organize everything from planning to instructional strategies and from scaffolds to assessment. Because the framework addresses not only having students learn scientific explanations but also construct them from evidence and evaluate them, it is considered to build upon the new NRC framework for K-12 science education, the national standards, and reform documents in science education, as well as national standards in literacy around argumentation and persuasion, including the Common Core Standards for English Language Arts (Common Core State Standards Initiative, 2010).The chapters guide teachers step by step through presenting the framework for students, identifying opportunities to incorporate scientific explanation into lessons, providing curricular scaffolds (that fade over time) to support all students including ELLs and students with special needs, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.
Author : Pat Brunton
Publisher : SAGE Publications
Page : 201 pages
File Size : 44,82 MB
Release : 2009-12-01
Category : Education
ISBN : 1848601433
Giving early years practitioners and students the confidence to effectively support scientific exploration and investigation with young children, this book explains the science behind young children's knowledge and understanding of the world. Linking theory to good early years practice, the emphasis throughout the book is on recognizing young children as competent, creative thinkers and building on their ideas. The reader is encouraged to think carefully about the role of the adult in supporting child-initiated learning and discovery by providing open ended resources, asking productive questions and observing carefully. The authors provide essential background information for all the key areas of scientific knowledge supported by practical ideas suitable for babies, toddlers and children aged 3 to 5 years. For each of these ideas, practice and theory are linked by highlighting the skills, attitudes and dispositions to observe and the questions to ask to challenge young children's thinking and plan for the next stages in their learning. Chapters cover: - the place of science in early years curricula in the UK - the processes of science and the role of the adult in supporting young children's scientific learning - using open ended resources to create a science-rich environment - essential background knowledge, covering all areas of early years science - ideas to use as starting points for exploration and investigation, indoors and outdoors - pointers for observational assessment and planning - suppliers of resources and equipment By making clear links to practice, and providing ideas to use with babies and toddlers as well as with 3-5 year old children, this book enables the reader to fully exploit the potential for exploration and investigation in any early years setting. Pat Brunton and Linda Thornton are both Education Consultants based in Cheltenham. They run their own training and consultancy company alc associates, and edit Early Years Update.
Author : Waller, Tim
Publisher : McGraw-Hill Education (UK)
Page : 194 pages
File Size : 30,27 MB
Release : 2011-04-01
Category : Education
ISBN : 0335242464
This title offers students an overview of a range of theoretical concepts, some traditionally associated with early childhood and some less traditionally. It aims to stimulate debate and to demonstrate how theoretical thinking can inform pedagogy and research with innovative results.
Author : Gunilla Dahlberg
Publisher : Routledge
Page : 229 pages
File Size : 28,71 MB
Release : 2007-01-24
Category : Education
ISBN : 113411351X
This book challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management.
Author : Ingrid Chalufour
Publisher : Redleaf Press
Page : 229 pages
File Size : 30,28 MB
Release : 2004-10-13
Category : Education
ISBN : 1605543225
A companion to the curriculum, this trainer’s guide serves as an indispensable handbook for trainers and administrators interested in introducing staff to the Building Structures with Young Children curriculum—from planning to implementation. Special sections outline the curriculum and introduce scientific reasoning to adults, and eight workshops detail the complete curriculum for staff members. The guide also includes strategies for supporting teachers over time through mentoring and guided discussions.
Author : National Research Council
Publisher : National Academies Press
Page : 404 pages
File Size : 43,62 MB
Release : 2007-04-16
Category : Education
ISBN : 0309133831
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.
Author : National Research Council
Publisher : National Academies Press
Page : 464 pages
File Size : 42,68 MB
Release : 2001-01-22
Category : Education
ISBN : 0309068363
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.
Author : Diane C. Ohanesian
Publisher : Teaching Resources
Page : 0 pages
File Size : 27,71 MB
Release : 2006
Category : Education, Preschool
ISBN : 9780439569200
Stretch children's minds and imaginations - and help them meet the standards - with dozens and dozens of fresh activities for your classroom learning centers. each of the five sections of this treasury is devoted to a different learning center - literacy, math, dramatic play, blocks, and art. Within each section, you'll find delightful ideas and projects that integrate math, literacy, science, and more. These flexible, cross-curricular activities are designed to engage children, foster independent learning, and develop essential skills. Create learning center magig in your classroom each and every day!--
Author : Russell Tytler
Publisher : Springer Science & Business Media
Page : 213 pages
File Size : 12,18 MB
Release : 2013-04-20
Category : Education
ISBN : 9462092036
Constructing Representations to Learn in Science Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.
