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This volume presents current thoughts, research, and findings that
were presented at a summit focusing on energy as a cross-cutting
concept in education, involving scientists, science education
researchers and science educators from across the world. The
chapters cover four key questions: what should students know about
energy, what can we learn from research on teaching and learning
about energy, what are the challenges we are currently facing in
teaching students this knowledge, and what needs be done to meet
these challenges in the future? Energy is one of the most important
ideas in all of science and it is useful for predicting and
explaining phenomena within every scientific discipline. The
challenge for teachers is to respond to recent policies requiring
them to teach not only about energy as a disciplinary idea but also
about energy as an analytical framework that cuts across
disciplines. Teaching energy as a crosscutting concept can equip a
new generation of scientists and engineers to think about the
latest cross-disciplinary problems, and it requires a new approach
to the idea of energy. This book examines the latest challenges of
K-12 teaching about energy, including how a comprehensive
understanding of energy can be developed. The authors present
innovative strategies for learning and teaching about energy,
revealing overlapping and diverging views from scientists and
science educators. The reader will discover investigations into the
learning progression of energy, how understanding of energy can be
examined, and proposals for future directions for work in this
arena. Science teachers and educators, science education
researchers and scientists themselves will all find the discussions
and research presented in this book engaging and informative.
This volume presents current thoughts, research, and findings
that were presented at a summit focusing on energy as a
cross-cutting concept in education, involving scientists, science
education researchers and science educators from across the world.
The chapters cover four key questions: what should students know
about energy, what can we learn from research on teaching and
learning about energy, what are the challenges we are currently
facing in teaching students this knowledge, and what needs be done
to meet these challenges in the future?
Energy is one of the most important ideas in all of science and it
is useful for predicting and explaining phenomena within every
scientific discipline. The challenge for teachers is to respond to
recent policies requiring them to teach not only about energy as a
disciplinary idea but also about energy as an analytical framework
that cuts across disciplines. Teaching energy as a crosscutting
concept can equip a new generation of scientists and engineers to
think about the latest cross-disciplinary problems, and it requires
a new approach to the idea of energy.
This book examines the latest challenges of K-12 teaching about
energy, including how a comprehensive understanding of energy can
be developed. The authors present innovative strategies for
learning and teaching about energy, revealing overlapping and
diverging views from scientists and science educators. The reader
will discover investigations into the learning progression of
energy, how understanding of energy can be examined, and proposals
for future directions for work in this arena.
Science teachers and educators, science education researchers and
scientists themselves will all find the discussions and research
presented in this book engaging and informative.
Maybe you have a good grasp of disciplinary core ideas and science
and engineering practices-critical parts of the Next Generation
Science Standards-but you are looking for more resources about
integrating crosscutting concepts (CCCs). Or maybe you understand
CCCs but want to know more about how to make them part of your
students' toolkit for exploring science phenomena or engineering
problems, both now and in the future. Regardless of your needs,
Crosscutting Concepts is your guide. It shows how to design and
implement three-dimensional instruction for all students by
understanding the potential of CCCs to strengthen science and
engineering teaching and learning. Crosscutting Concepts helps you
do the following: Grasp the foundational issues that undergird
crosscutting concepts. You'll find out how CCCs can change your
instruction, engage your students, and broaden access and inclusion
of all students into your science classroom. Gain in-depth insights
into individual crosscutting concepts. You'll learn how to use each
CCC across disciplines, understand the challenges students face in
learning CCCs, and adopt exemplary teaching strategies. Discover
how CCCs can strengthen the way you teach key topics in science.
These topics include the nature of matter, plant growth, and
weather and climate, as well as engineering design. Understand
related implications for science teaching. These topics include
student assessment and teacher professional collaboration.
Throughout Crosscutting Concepts, vignettes drawn from the authors'
own classroom experiences will help you put theory into practice.
Instructional Applications show how CCCs can strengthen your
planning. Classroom Snapshots feature practical ways to use CCCs in
discussions and lessons. Useful for teachers at all grade levels,
this book will enrich your own understanding while showing you how
to use CCCs for both classroom teaching and real-world problem
solving.
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