Author: Rowena Douglas
Publisher: NSTA Press
ISBN: 1933531010
Category : Education
Languages : en
Pages : 458

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Book Description

Author: American Association for the Advancement of Science
Publisher: Oxford University Press
ISBN: 0199726515
Category : Education
Languages : en
Pages : 443

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Book Description
Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309447593
Category : Education
Languages : en
Pages : 167

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Book Description
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

Author: Maria C. Grant
Publisher: Corwin Press
ISBN: 1412956137
Category : Education
Languages : en
Pages : 241

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Book Description
Written by a science educator and a literacy expert, this resource gives secondary science teachers an approach for developing students' disciplinary literacy so they can access science content.

Author: Morris Herbert Shamos
Publisher: Rutgers University Press
ISBN: 9780813521961
Category : Education
Languages : en
Pages : 294

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Book Description
Shamos argues that a meaningful scientific literacy cannot be achieved in the first place, and the attempt is a misuse of human resources on a grand scale. He is skeptical about forecasts of "critical shortfalls in scientific manpower" and about the motives behind crash programs to get more young people into the science pipeline.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309305209
Category : Education
Languages : en
Pages : 124

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Book Description
The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience.

Author: Wolff-Michael Roth
Publisher: Psychology Press
ISBN: 9780415948432
Category : Education
Languages : en
Pages : 244

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Book Description
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Marlene Thier
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 220

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Book Description
Thier (teacher education, UC Berkeley) and journalist Bennett Daviss provide clear guidance on linking science and language instruction to simultaneously strengthen students' mastery of both disciplines. Designed for science educators in grades four-through-ten, the manual contains specific strategi.

Author: Wellington, Jerry
Publisher: McGraw-Hill Education (UK)
ISBN: 0335205984
Category : Education
Languages : en
Pages : 162

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Book Description
Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Author: Rodger W. Bybee
Publisher: Pearson
ISBN:
Category : Education
Languages : en
Pages : 388

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Book Description
Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs.