Mardigian Library
Ask a QuestionMy Library Account
Search Library Catalog - Books, DVDs & More
Limit to available
More Searches
   
Limit results to available items
Find more results:
Search MelCat
More Information
  
Michaels, Sarah, 1953-
Ready, set, science! : putting research to work in K-8 science classrooms / Sarah 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
Washington, D.C. : National Academies Press, c2008
book jacket
Location Call Number Status
 4th Floor  LB1585.3 .M53 2008    AVAILABLE
Subject(s) Science -- Study and teaching (Elementary) -- United States
Science -- Study and teaching (Secondary) -- United States
Research -- United States
Education, Secondary -- Curricula -- United States
Physical Description xvi, 197 p. : ill., col. maps ; 26 cm
Note Includes bibliographical references (p. 167-170) and index
Contents Foreword -- Preface -- 1. A new vision of science in education -- The importance of teaching science well -- What scientists really do -- The language of science -- Rethinking children's capacity for scientific understanding -- Science class : Seeing ourselves in measurement -- Science class : Measuring and graphing height -- Building on knowledge, interest, and experience -- For further reading -- 2. Four strands of science learning -- The four strands -- Science class : Biodiversity in a city schoolyard -- Examining the four strands in instruction -- The interrelated nature of the four strands -- Science as practice : doing and learning together -- For further reading -- 3. Foundational knowledge and conceptual change -- Identifying a shared base of understanding in young children -- Seeing nature in new ways -- Types of conceptual change -- Using prior knowledge to make sense of the world -- Science class : Molecules in motion -- Examining conceptual change in Molecules in motion -- Building understanding over multiple years -- For further reading --
4. Organizing science education around core concepts -- Building on core concepts over time -- Core concepts in relation to standards and benchmarks -- Using core concepts to build learning progressions -- Science class : The mystery box -- Extending scientific discussion -- Science class : The properties of air -- Teaching the atomic-molecular theory at the middle school level -- Science class : The nature of gases -- The benefits of focusing on core concepts and learning progressions -- For further reading -- 5. Making thinking visible : talk and argument -- Learning through talk and argument -- Encouraging talk and argument in the classroom -- Position-driven discussion -- Science class : Establishing classroom norms for discussion -- Appreciating cultural, linguistic, and experiential differences -- Strategies for inclusiveness -- Science class : Successfully supporting diversity -- For further reading -- 6. Making thinking visible : modeling and representation -- Mathematics -- Data -- Scale models, diagrams, and maps -- Modeling and learning progressions -- Science class : Representing data -- For further reading --
7. Learning from science investigations -- Creating meaningful problems -- Sequencing meaningful instruction -- Constructing and defending explanations -- Scripting student roles -- Science class : Differentiating mass and density -- Science class : Looking at our scientific thinking -- For further reading -- 8. A system that supports science learning -- Teachers as learners -- Knowledge of science -- How students learn science -- Knowing how to teach science effectively -- Providing teachers with opportunities to learn -- Next steps -- Notes -- Appendix A : Questions for practitioners -- Appendix B : Assessment items based on a learning progression for atomic-molecular theory -- Appendix C : Academically productive talk -- Appendix D : Biographical sketches of oversight group and coauthors -- Index -- Acknowledgments -- Credits
Note Also issued online
Alternate Author Shouse, Andrew W
Schweingruber, Heidi A
National Research Council (U.S.). Board on Science Education

Mardigian Library, 4901 Evergreen Rd.
Dearborn, MI 48128-1491 313-593-5400 fax 313-593-5561
ask-a-question@umd.umich.edu
The Regents of the University of Michigan | Non-Discrimination Policy
Copyright © The University of Michigan - Dearborn • 4901 Evergreen Road • Dearborn, Michigan 48128 • 313-593-5000
The University of Michigan - Ann Arbor | The University of Michigan - Flint | SITEMAP | DIRECTORY | CONTACT