基本説明
Drawing on a vast array of work from neuroscience to classroom observation, this book provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade.
Full Description
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 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.
Contents
1 Front Matter; 2 Executive Summary; 3 Part I - Introduction: 1 Science Learning Past and Present; 4 2 Goals for Science Education; 5 Part II - How Children Learn Science: 3 Foundations for Science Learning in Young Children; 6 4 Knowledge and Understanding of the Natural World; 7 5 Generating and Evaluating Scientific Evidence and Explanations; 8 6 Understanding How Scientific Knowledge Is Constructed; 9 7 Participation in Scientific Practices and Discourse; 10 Part III - Supporting Science Learning: 8 Learning Progressions; 11 9 Teaching Science as Practice; 12 10 Supporting Science Instruction; 13 Part IV - Future Directions for Policy, Practice, and Research: 11 Conclusions and Recommendations; 14 Appendix A: Overview of Learning Progressions for Matter and the Atomic-Molecular Theory; 15 Appendix B: Biographical Sketches of Committee Members and Staff; 16 Index
