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Exemplary Science in Informal Education Settings: Standards-Based Success Stories (e-book)


Edited by: Robert E. Yager and John H. Falk
$9.72 - Member Price  
$11.21 - Nonmember Price

$15.55 - Member Price  
$19.44 - Nonmember Price
Details

Type of Product:e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
Publication Date:10/4/2007
Pages:278
Stock Number:PB192X5e
ISBN:978-1-93353-162-5
Grade Level:Elementary School, Middle School, High School, College, Informal Education


Description

Just as science education doesn’t stop at the schoolhouse door, neither should effective application of the National Science Education Standards. Exemplary Science in Informal Education Settings shows real-world examples of how science education reform has taken hold in museums, science centers, zoos, and aquariums as well as on television, radio, and the internet.

This essay collection—the fifth volume in the Exemplary Science Monograph Series—features 17 informal education programs that were judged to be most successful at increasing participants’ learning. The programs demonstrate how the Standards can be used to inform and improve science education in a wide range of settings and with learners ranging from pre-schoolers to older adults.


Ideas For Use

The book makes it clear that Standards-based learning isn’t limited to the nine-month school year and six-hour school day. As Editor John Falk writes, “The focus on informal settings in this volume represents an important milestone in the science education community’s progress toward a more holistic view of lifelong science learning.”

Additional Info

Intended User Role:College/University Professor (core science discipline), College/University Professor (preservice science education), Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Informal Educator, Middle-Level Educator, New Teacher, Professional Development Provider, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Community involvement, Cultural awareness, Curriculum, Educational research, Informal education, Inquiry learning, Learning theory, Professional development, Teacher preparation, Teaching strategies

Contents

Introduction:
Using the National Science Education Standards For Improving Science Education in Nonschool Settings
Robert E. Yager

Acknowledgments

About the Editors

Chapter 1
A Burger, a Beer…and a Side of Science
Nancy Linde

Chapter 2
Youth Leadership at The Franklin Institute: What Happened When the Grant Ran Out
Carol A. Parssinen

Chapter 3
Inquiry Is Taking Flight Through Project Butterfly WINGS
Betty A. Dunckel, Kathy C. Malone, and Nikole K. Kadel

Chapter 4
Knowledge and Wonder: Engagements With Light and Color in the Hands-On Optics Project
Stephen M. Pompea, Constance E. Walker, and Robert T. Sparks

Chapter 5
Science Career Ladder at the NY Hall of Science: Youth Facilitators as Agents of Inquiry
Preeti Gupta and Eric Siegel

Chapter 6
Curious Scientific Investigators Solve Museum Mysteries
Elizabeth Wood, Rick Crosslin, Michele Schilten, and Jean Deeds

Chapter 7
Science with Attitude: An Informal Science Education Experience
Dean Jernigan, Dana McMillan, Katherine Patterson-Paronto, and Elaine Ceule

Chapter 8
Forecast—Cloudy With a Chance of Educational Reform: A New Weather & Water Partnership Offers Some Relief From the Drought
Harry Helling, Susan Magdziarz, Jennifer Long, Melissa Laughlin, Jacqueline Kasschau, and Jessica Camp

Chapter 9
Omaha’s Henry Doorly Zoo Academy: Where Science Education Comes to Life!
Elizabeth A. Mulkerrin

Chapter 10
“MITS” You Each Summer
Mary C. Nash and Emily V. Wade

Chapter 11
Splash, Flash, Crank, Slide, Alive! Interactive Standards-Based Science Experiences for Grades PreK–2 at Discovery Center
Bonnie T. Ervin and Kim Cleary Sadler

Chapter 12
Grands Are Grand: A Cross-Generational Learning Experience at the North Museum of Natural History & Science
Esther D. Wahlberg

Chapter 13
A Sea of Possibilities: Inspiring Scientific Thinking in Teachers and Students Through the Charismatic Research Organisms at Mote Marine Laboratory
David H. Niebuhr, Elizabeth K. Metz, and James M. Wharton

Chapter 14
FAMILY MATH and Science Education: A Natural Attraction
Grace Davila Coates and Harold Asturias

Chapter 15
The Body of Evidence: COSI’s In Depth: Autopsy Videoconference Program
Gail Wheatley and Jen Snively

Chapter 16
Citizen Science at the Cornell Lab of Ornithology
Rick Bonney

Chapter 17
Can an Informal Science Institution Really Play the Key Role in K–12 Science Education Reform?
Dennis Schatz

Chapter 18
Advancing the NSES Vision through Informal Science Education
John H. Falk

Appendix 1
Less Emphasis/More Emphasis Conditions of the National Science Education Standards

Appendix 2
Contributors List

Index


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National Standards Correlation

This resource has 8 correlations with the National Standards.  
[VIEW CORRELATIONS]

This resource has 8 correlations with the National Standards.  
[HIDE CORRELATIONS]

  • Process Standards for Professional Development
    • Evaluation
      • Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
    • Learning
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
      • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Make the available science tools, materials, media, and technological resources accessible to students.
      • Identify and use resources outside the school.
    • Teachers of science actively participate in the ongoing planning and development of the school science program.
      • Plan and develop the school science program.


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