MARC Record from Marygrove College

LEADER: 06725cam a22007814a 4500
001 ocn157023351
003 OCoLC
005 20191109071402.1
008 070723s2008 dcuab b 001 0 eng
010 $a 2007030504
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035 $a(OCoLC)157023351$z(OCoLC)154685919$z(OCoLC)190787544
043 $an-us---
050 00 $aLB1585.3$b.M53 2008
082 00 $a372.35/044$222
084 $aDP 4600$2rvk
049 $aMAIN
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,$c©2008.
300 $axvi, 197 pages :$billustrations, color maps ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 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.
530 $aAlso issued online.
590 $bInternet Archive - 2
590 $bInternet Archive 2
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.
650 7 $aEducation, Secondary$xCurricula.$2fast$0(OCoLC)fst00903265
650 7 $aResearch.$2fast$0(OCoLC)fst01095153
650 7 $aScience$xStudy and teaching (Elementary)$2fast$0(OCoLC)fst01108436
650 7 $aScience$xStudy and teaching (Secondary)$2fast$0(OCoLC)fst01108482
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 7 $aNaturwissenschaftlicher Unterricht$2gnd
651 7 $aUSA$2gnd
650 7 $aSecondary education$xCurricula$zUnited States.$2sears
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
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/toc/ecip0723/2007030504.html
856 41 $uhttp://books.nap.edu/catalog/11882.html
856 42 $3Inhaltsverzeichnis$mV:DE-605$qapplication/pdf$uhttp://digitale-objekte.hbz-nrw.de/storage2/2015/06/22/file_1/6288296.pdf
856 42 $3The James Hosmer Penniman Book Fund Home Page$uhttp://hdl.library.upenn.edu/1017.12/366263
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