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Author: Phyllis Katz Publisher: Springer ISBN: 9463008756 Category : Education Languages : en Pages : 10
Book Description
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking – sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader. Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques. The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education: An instance of observation (Audubon, Linnaeus); A process (how plants grow over time, what happens when chemicals combine); Conceptions of what science is and who does it; Images of identity development in science teaching and learning.
Author: Phyllis Katz Publisher: Springer ISBN: 9463008756 Category : Education Languages : en Pages : 10
Book Description
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking – sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader. Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques. The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education: An instance of observation (Audubon, Linnaeus); A process (how plants grow over time, what happens when chemicals combine); Conceptions of what science is and who does it; Images of identity development in science teaching and learning.
Author: Brent Eviston Publisher: Rocky Nook, Inc. ISBN: 1681987775 Category : Art Languages : en Pages : 479
Book Description Drawing is not a talent, it's a skill anyone can learn. This is the philosophy of drawing instructor Brent Eviston based on his more than twenty years of teaching. He has tested numerous types of drawing instruction from centuries old classical techniques to contemporary practices and designed an approach that combines tried and true techniques with innovative methods of his own. Now, he shares his secrets with this book that provides the most accessible, streamlined, and effective methods for learning to draw. Taking the reader through the entire process, beginning with the most basic skills to more advanced such as volumetric drawing, shading, and figure sketching, this book contains numerous projects and guidance on what and how to practice. It also features instructional images and diagrams as well as finished drawings. With this book and a dedication to practice, anyone can learn to draw!
Author: National Research Council Publisher: National Academies Press ISBN: 0309214459 Category : Education Languages : en Pages : 400
Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: National Research Council Publisher: National Academies Press ISBN: 0309133831 Category : Education Languages : en Pages : 404
Book 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 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: Gemma Anderson-Tempini Publisher: Intellect Books ISBN: 1783208112 Category : Art Languages : en Pages : 296
Book Description
In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics and art. Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.
Author: Gunther Kress Publisher: Bloomsbury Publishing ISBN: 1472571053 Category : Language Arts & Disciplines Languages : en Pages : 249
Book Description
This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
Author: Keith S. Taber Publisher: Springer Science & Business Media ISBN: 904812431X Category : Science Languages : en Pages : 413
Book Description
Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science. Many students find learning science extremely problematic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. ‘Constructivism’ became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners’ ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having ‘anti-science’ leanings. In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.
Author: Karyn Tripp Publisher: ISBN: 0760372160 Category : Juvenile Nonfiction Languages : en Pages : 114
Book Description
Science Art and Drawing Games for Kids is a collection of 40+ activities that teach/demonstrate science concepts through art, crafts, and other fun hands-on projects.
Author: Merrie Koester Publisher: ISBN: 9781939755346 Category : Education Languages : en Pages : 246
Book Description
This a book which asks, "What happens when science teachers adopt an aesthetic approach to inquiry, using drawing to communicate deep understanding?" The book documents the ways in which science teacher researchers used drawing to construct semiotic spaces inside which students acquired significant aesthetic capital and agency.
Author: Phyllis Katz
Author: Phyllis Katz
Author: Brent Eviston
Author: National Research Council
Author: National Research Council
Author: Gemma Anderson-Tempini
Author: Harold Speed
Author: Gunther Kress
Author: Keith S. Taber
Author: Karyn Tripp
Author: Merrie Koester