MARC Record from harvard_bibliographic_metadata

LEADER: 04820cam a22003974a 4500
001 010378385-7
005 20071113113620.0
008 070723s2008 dcuab b 001 0 eng
010 $a 2007030504
020 $a9780309106146 (pbk.)
020 $a0309106141 (pbk.)
020 $a9780309106153 (pdf)
020 $a030910615X (pdf)
035 0 $aocn157023351
040 $aDLC$cDLC$dBAKER$dBTCTA$dYDXCP$dC#P
043 $an-us---
050 00 $aLB1585.3$b.M53 2008
082 00 $a372.35/044$222
100 1 $aMichaels, Sarah,$d1953-
245 10 $aReady, set, science! :$bputting research to work in K-8 science classrooms /$cSarah Michaels, Andrew W. Shouse, and Heidi A. Schweingruber ; Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies.
260 $aWashington, D.C. :$bNational Academies Press,$cc2008.
300 $axvi, 197 p. :$bill. (some col.), col. maps ;$c26 cm.
504 $aIncludes bibliographical references (p. 167-170) and index.
505 00 $tForeword --$tPreface --$g1.$tA new vision of science in education --$tThe importance of teaching science well --$tWhat scientists really do --$tThe language of science --$tRethinking children's capacity for scientific understanding --$tScience class : Seeing ourselves in measurement --$tScience class : Measuring and graphing height --$tBuilding on knowledge, interest, and experience --$tFor further reading --$g2.$tFour strands of science learning --$tThe four strands --$tScience class : Biodiversity in a city schoolyard --$tExamining the four strands in instruction --$tThe interrelated nature of the four strands --$tScience as practice : doing and learning together --$tFor further reading --$g3.$tFoundational knowledge and conceptual change --$tIdentifying a shared base of understanding in young children --$tSeeing nature in new ways --$tTypes of conceptual change --$tUsing prior knowledge to make sense of the world --$tScience class : Molecules in motion --$tExamining conceptual change in Molecules in motion --$tBuilding understanding over multiple years --$tFor further reading.
505 00 $g4.$tOrganizing science education around core concepts --$tBuilding on core concepts over time --$tCore concepts in relation to standards and benchmarks --$tUsing core concepts to build learning progressions --$tScience class : The mystery box --$tExtending scientific discussion --$tScience class : The properties of air --$tTeaching the atomic-molecular theory at the middle school level --$tScience class : The nature of gases --$tThe benefits of focusing on core concepts and learning progressions --$tFor further reading --$g5.$tMaking thinking visible : talk and argument --$tLearning through talk and argument --$tEncouraging talk and argument in the classroom --$tPosition-driven discussion --$tScience class : Establishing classroom norms for discussion --$tAppreciating cultural, linguistic, and experiential differences --$tStrategies for inclusiveness --$tScience class : Successfully supporting diversity --$tFor further reading --$g6.$tMaking thinking visible : modeling and representation --$tMathematics --$tData --$tScale models, diagrams, and maps --$tModeling and learning progressions --$tScience class : Representing data --$tFor further reading.
505 00 $g7.$tLearning from science investigations --$tCreating meaningful problems --$tSequencing meaningful instruction --$tConstructing and defending explanations --$tScripting student roles --$tScience class : Differentiating mass and density --$tScience class : Looking at our scientific thinking --$tFor further reading --$g8.$tA system that supports science learning --$tTeachers as learners --$tKnowledge of science --$tHow students learn science --$tKnowing how to teach science effectively --$tProviding teachers with opportunities to learn --$tNext steps --$tNotes --$tAppendix A : Questions for practitioners --$tAppendix B : Assessment items based on a learning progression for atomic-molecular theory --$tAppendix C : Academically productive talk --$tAppendix D : Biographical sketches of oversight group and coauthors --$tIndex --$tAcknowledgments --$tCredits.
650 0 $aScience$xStudy and teaching (Elementary)$zUnited States.
650 0 $aScience$xStudy and teaching (Secondary)$zUnited States.
650 0 $aResearch$zUnited States.
650 0 $aEducation, Secondary$xCurricula$zUnited States.
700 1 $aShouse, Andrew W.
700 1 $aSchweingruber, Heidi A.
710 2 $aNational Research Council (U.S.).$bBoard on Science Education.
776 08 $iOnline version:$aMichaels, Sarah, 1953-$tReady, set, science!$dWashington, D.C. : National Academies Press, ©2008$w(OCoLC)609128624
988 $a20070809
906 $0DLC