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: | 1/1/2006 |
| Pages: | 191 |
| Stock Number: | PB192X1e |
| ISBN: | |
| Grade Level: | Elementary School |
| Read Inside: | Read a sample chapter: Building on the Natural Wonder Inherent in Us All |
Description
Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? “Yes!,” reports Robert Yager, editor of Exemplary Science in Grades PreK–4: Standards-Based Success Stories. “Probably the Standards have done more to change science in elementary schools than has occurred at the other grade levels.”
Evidence of change is apparent in this fourth volume of the Exemplary Science monograph series, an essay collection featuring educators in PreK-4 describing programs they’ve developed to fulfill the Standards’ More Emphasis guidelines. The 14 programs are real-life examples you can learn from in carrying out reforms in teaching, assessment, professional development, and content. Among the topics covered: “Adapting Science Curricula in the Kindergarten Classroom,” “Building on the Natural Wonder Inherent in Us All,” “Guiding Students in Active and Extended Scientific Inquiry,” “Active, Integrated Inquiry in an Afterschool Setting,” and “Thinking Outside the Box: No Child Left Inside!” As Yager writes in the book’s introduction, “The 14 exemplary programs can be seen as models for other teachers—not just to copy, but as ways of approaching science and encouraging their students to do more of what they like...
When both teachers and students are enthused, curious, and involved, science becomes central to the lives of students and others in the community and can tie the whole school experience together.
Additional Info
| Intended User Role: | Administrator, Curriculum Supervisor, Elementary-Level Educator, New Teacher, Professional Development Provider, Teacher |
| Educational Issues: | Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Learning theory, Professional development, Teacher preparation, Teaching strategies |
Contents
Introduction:
Implementing the Changes in PreK–4 Programs Envisioned in the National Science Education Standards: Where Are We Ten Years Later?
Robert E. Yager
Acknowledgments
About the Editors
Chapter 1 Putting the Question First: Adapting Science Curricula in the
Kindergarten Classroom
Kathy Hollinger and Valarie L. Akerson
Chapter 2 Building On the Natural Wonder Inherent in Us All
Becky Fish
Chapter 3 Science Workshop: Kids Doing What Kids Do Best
Daniel Heuser
Chapter 4 A Second-Grade Exploration: Guiding Students in Active and
Extended Scientific Inquiry
Elena O’Connell and Janice Koch
Chapter 5 Thinking Outside the Box: No Child Left Inside!
Kim C. Sadler, Cindi Smith-Walters, Tracey R. Ring, and Leslie Marrie S. Lasater
Chapter 6 Empowering Children
Jeffrey S. Englert
Chapter 7 A Craving for More Science: Active, Integrated Inquiry in an
After-School Setting
Phyllis Katz
Chapter 8 Creating a Context for Inquiry
Janis Bookout, Bertha Arellano, Sara Hilgers, Lucy Alff, Virgil Anderson,
Melissa Madole-Kopp, Sally Logsdon, and Darlene Strayn
Chapter 9 Is Your Classroom Body/Brain-Compatible?
Shelly Kennedy
Chapter 10 The Primary Classroom: Science, Literacy, and Inquiry
Lee Ann Cervini and Peter Veronesi
Chapter 11 The DESERT Project: Collaborative Professional Development
LaVonne Riggs
Chapter 12 Making Science and Inquiry Synonyms
Laura Tracy and Nor Hashidah Abd-Hamid
Chapter 13 Winter Out Our Window: Understanding and Using Scientific Processes
Nicole Viscomi and Janice Koch
Chapter 14 The 4-H Wildlife Stewards Program: Bringing Science and Nature
Together One School at a Time
Mary E. Arnold, Virginia D. Bourdeau, and Maureen E. Hosty
Chapter 15 Successes and Continuing Challenges: Meeting the NSES Visions
for Improving Science in Elementary Schools
Robert E. Yager
Appendix 1 Less Emphasis/More Emphasis Recommendations From the
National Science Education Standards
Appendix 2 Contributors List
Index
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National Standards Correlation
This resource has 14 correlations with the National Standards.
[HIDE CORRELATIONS]
- Context of Professional Development
- Leadership
- Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities. (NSES)
- Process Standards for Professional Development
- Research-Based
- Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- 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.
- Focus and support inquiries while interacting with students.
- Orchestrate discourse among students about scientific ideas.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Make the available science tools, materials, media, and technological resources accessible to students.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
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