The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Each chapter provides research-based recommendations for improving the teaching of science to English learners. Offering insights into teacher professional learning as well as strategies for measuring and monitoring how well English learners are learning science and language, this book tells a compelling and inclusive story of the challenges and the opportunities of teaching science to English learners.

The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Each chapter provides research-based recommendations for improving the teaching of science to English learners. Offering insights into teacher professional learning as well as strategies for measuring and monitoring how well English learners are learning science and language, this book tells a compelling and inclusive story of the challenges and the opportunities of teaching science to English learners.

This book focuses on the representation of nature in science education in schools in the United States. Given the importance of our relationship with the nonhuman world for the fate of our planet, this work gives special attention to the representation, instruction, and understanding of the relationship between the social and the natural world. It also proposes an alternative, sustainability science-based conceptual framework for ecology and environmental science topics in science education, which is compatible with the current social-ecological understanding of life in the Anthropocene epoch.

This book focuses on the representation of nature in science education in schools in the United States. Given the importance of our relationship with the nonhuman world for the fate of our planet, this work gives special attention to the representation, instruction, and understanding of the relationship between the social and the natural world. It also proposes an alternative, sustainability science-based conceptual framework for ecology and environmental science topics in science education, which is compatible with the current social-ecological understanding of life in the Anthropocene epoch.