Verlag: National Academies Press, 2007
ISBN 10: 0309106141 ISBN 13: 9780309106146
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. 1 Edition. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
Verlag: National Academies Press, 2007
ISBN 10: 0309106141 ISBN 13: 9780309106146
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Very Good. 1 Edition. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: National Academies Press, 2007
ISBN 10: 0309106141 ISBN 13: 9780309106146
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. 1 Edition. Used book that is in clean, average condition without any missing pages.
Verlag: National Academy Press, 2007
ISBN 10: 0309102057 ISBN 13: 9780309102056
Anbieter: Books From California, Simi Valley, CA, USA
Hardcover. Zustand: Very Good.
Verlag: National Academies Press (edition 1), 2007
ISBN 10: 0309102057 ISBN 13: 9780309102056
Anbieter: BooksRun, Philadelphia, PA, USA
Hardcover. Zustand: Good. 1. Ship within 24hrs. Satisfaction 100% guaranteed. APO/FPO addresses supported.
Verlag: National Academies Press, 2009
ISBN 10: 0309119553 ISBN 13: 9780309119559
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
Verlag: National Academies Press, United States, Washington, 2009
ISBN 10: 0309119553 ISBN 13: 9780309119559
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Paperback. Zustand: Very Good. Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplinesresearch and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settingsmuseums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. Table of Contents Front Matter Summary Part I: Learning Science in Informal Environments 1 Introduction 2 Theoretical Perspectives 3 Assessment Part II: Venues and Configurations 4 Everyday Settings and Family Activities 5 Science Learning in Designed Settings 6 Programs for Young and Old Part III: Cross-Cutting Features 7 Diversity and Equity 8 Media Part IV: Conclusions, Recommendations, and Future Directions 9 Conclusions and Recommendations Appendix A: Biographical Sketches of Committee Members and Staff Appendix B: Some Technical Considerations in Assessment Index. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: National Academies Press, United States, Washington, 2007
ISBN 10: 0309102057 ISBN 13: 9780309102056
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Paperback. Zustand: Very Good. What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceabout the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationteachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. Table of Contents Front Matter Executive Summary Part I - Introduction: 1 Science Learning Past and Present 2 Goals for Science Education Part II - How Children Learn Science: 3 Foundations for Science Learning in Young Children 4 Knowledge and Understanding of the Natural World 5 Generating and Evaluating Scientific Evidence and Explanations 6 Understanding How Scientific Knowledge Is Constructed 7 Participation in Scientific Practices and Discourse Part III - Supporting Science Learning: 8 Learning Progressions 9 Teaching Science as Practice 10 Supporting Science Instruction Part IV - Future Directions for Policy, Practice, and Research: 11 Conclusions and Recommendations Appendix A: Overview of Learning Progressions for Matter and the Atomic-Molecular Theory Appendix B: Biographical Sketches of Committee Members and Staff Index. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.