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Book Chapter
How Does the Nature of Children’s Thinking Relate to Teaching for Conceptual Understanding?
This chapter presents the current view of the nature of children’s thinking. During the last few decades, research on learning combined with the wisdom of practitioners have given us important new ideas to consider about deepening students’ unde...
Book Chapter
This chapter looks back at our attempts at making science teaching more meaningful through the use of the research findings available. It also provides a very brief history of science education in the United States from the turn of the 20th century u...
Book Chapter
How Is Conceptual Understanding Developed Through the Three Dimensions and Learning Strands?
This chapter examines A Framework for K–12 Science Education learning practices of science and engineering, focusing primarily on science and the role in teaching science through the learning strands. The list of scientific and engineering pract...
Book Chapter
How Does the Use of Instructional Models Support Teaching for Conceptual Understanding?
This chapter is devoted to describing instructional models developed over time by teachers, curriculum developers, and researchers, including a current research-based model that explicitly supports the practices of science—Argument-Driven Inquiry ...
Book Chapter
What Are Some Instructional Strategies That Support Conceptual Understanding?
In this chapter, strategies are described that can be used to promote learning within an instructional model. There are many strategies that researchers and practitioners have determined to be effective in supporting conceptual understanding. This ch...
Book Chapter
How Does Linking Assessment, Instruction, and Learning Support Conceptual Understanding?
This chapter focuses on connecting instruction, assessment, and learning. It features some of the ways you can use formative assessment to support conceptual understanding in science so that teachers can make better instructional decisions that suppo...
Book Chapter
What Role Does Informal Education Have in Developing Conceptual Understanding?
This chapter addresses learning in informal environments and in this age of technology, informal education is everywhere. Although opportunities have been available for many years, it’s only recently that educational researchers have become interes...
Book Chapter
Putting It All Together: “Balancing” Case Study
This Appendix features a case study of a lesson on “balancing” using the principles and ideas espoused in the book and in A Framework for K–12 Science Education. To illuminate the three dimensions and the four strands in “science as practic...
NSTA Press Book
It’s challenging to teach science well to all students while connecting your lessons to the Next Generation Science Standards (NGSS). This unique book portrays real teaching scenarios written by the teachers on the NGSS Diversity and Equity Team. T...