|
Showing 1 - 4 of
4 matches in All Departments
Americans have long recognized that investments in public education
contribute to the common good, enhancing national prosperity and
supporting stable families, neighborhoods, and communities.
Education is even more critical today, in the face of economic,
environmental, and social challenges. Today's children can meet
future challenges if their schooling and informal learning
activities prepare them for adult roles as citizens, employees,
managers, parents, volunteers, and entrepreneurs. To achieve their
full potential as adults, young people need to develop a range of
skills and knowledge that facilitate mastery and application of
English, mathematics, and other school subjects. At the same time,
business and political leaders are increasingly asking schools to
develop skills such as problem solving, critical thinking,
communication, collaboration, and self-management - often referred
to as "21st century skills." Education for Life and Work:
Developing Transferable Knowledge and Skills in the 21st Century
describes this important set of key skills that increase deeper
learning, college and career readiness, student-centered learning,
and higher order thinking. These labels include both cognitive and
non-cognitive skills- such as critical thinking, problem solving,
collaboration, effective communication, motivation, persistence,
and learning to learn. 21st century skills also include creativity,
innovation, and ethics that are important to later success and may
be developed in formal or informal learning environments. This
report also describes how these skills relate to each other and to
more traditional academic skills and content in the key disciplines
of reading, mathematics, and science. Education for Life and Work:
Developing Transferable Knowledge and Skills in the 21st Century
summarizes the findings of the research that investigates the
importance of such skills to success in education, work, and other
areas of adult responsibility and that demonstrates the importance
of developing these skills in K-16 education. In this report,
features related to learning these skills are identified, which
include teacher professional development, curriculum, assessment,
after-school and out-of-school programs, and informal learning
centers such as exhibits and museums. Table of Contents Front
Matter Summary 1 Introduction 2 A Preliminary Classification of
Skills and Abilities 3 Importance of Deeper Learning and 21st
Century Skills 4 Perspectives on Deeper Learning 5 Deeper Learning
of English Language Arts, Mathematics, and Science 6 Teaching and
Assessing for Transfer 7 Systems to Support Deeper Learning
References Appendix A: 21st Century Skills and Competencies
Included in the OECD Survey Appendix B: Reports on 21st Century
Skills Used in Aligning and Clustering Competencies Appendix C:
Biographical Sketches of Committee Members Index
Laboratory experiences as a part of most U.S. high school science
curricula have been taken for granted for decades, but they have
rarely been carefully examined. What do they contribute to science
learning? What can they contribute to science learning? What is the
current status of labs in our nation?s high schools as a context
for learning science? This book looks at a range of questions about
how laboratory experiences fit into U.S. high schools: What is
effective laboratory teaching? What does research tell us about
learning in high school science labs? How should student learning
in laboratory experiences be assessed? Do all student have access
to laboratory experiences? What changes need to be made to improve
laboratory experiences for high school students? How can school
organization contribute to effective laboratory teaching? With
increased attention to the U.S. education system and student
outcomes, no part of the high school curriculum should escape
scrutiny. This timely book investigates factors that influence a
high school laboratory experience, looking closely at what
currently takes place and what the goals of those experiences are
and should be. Science educators, school administrators, policy
makers, and parents will all benefit from a better understanding of
the need for laboratory experiences to be an integral part of the
science curriculum-and how that can be accomplished. Table of
Contents Front Matter Executive Summary 1 Introduction, History,
and Definition of Laboratories 2 The Education Context 3 Laboratory
Experiences and Student Learning 4 Current Laboratory Experiences 5
Teacher and School Readiness for Laboratory Experiences 6
Facilities, Equipment, and Safety 7 Laboratory Experiences for the
21st Century APPENDIX A Agendas of Fact-Finding Meetings APPENDIX B
Biographical Sketches of Committee Members and Staff Index
|
Indicators for Monitoring Undergraduate STEM Education (Paperback)
National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Developing Indicators for Undergraduate STEM Education; Edited by Kenne A. Dibner, …
|
R1,437
Discovery Miles 14 370
|
Ships in 12 - 17 working days
|
Science, technology, engineering and mathematics (STEM)
professionals generate a stream of scientific discoveries and
technological innovations that fuel job creation and national
economic growth. Ensuring a robust supply of these professionals is
critical for sustaining growth and creating jobs growth at a time
of intense global competition. Undergraduate STEM education
prepares the STEM professionals of today and those of tomorrow,
while also helping all students develop knowledge and skills they
can draw on in a variety of occupations and as individual citizens.
However, many capable students intending to major in STEM later
switch to another field or drop out of higher education altogether,
partly because of documented weaknesses in STEM teaching, learning
and student supports. Improving undergraduate STEM education to
address these weaknesses is a national imperative. Many initiatives
are now underway to improve the quality of undergraduate STEM
teaching and learning. Some focus on the national level, others
involve multi-institution collaborations, and others take place on
individual campuses. At present, however, policymakers and the
public do not know whether these various initiatives are
accomplishing their goals and leading to nationwide improvement in
undergraduate STEM education. Indicators for Monitoring
Undergraduate STEM Education outlines a framework and a set of
indicators that document the status and quality of undergraduate
STEM education at the national level over multiple years. It also
indicates areas where additional research is needed in order to
develop appropriate measures. This publication will be valuable to
government agencies that make investments in higher education,
institutions of higher education, private funders of higher
education programs, and industry stakeholders. It will also be of
interest to researchers who study higher education. Table of
Contents Front Matter Summary 1 Introduction 2 Conceptual Framework
for the Indicator System 3 Goal 1: Increase Students' Mastery of
STEM Concepts and Skills 4 Goal 2: Strive for Equity, Diversity,
and Inclusion 5 Goal 3: Ensure Adequate Numbers of STEM
Professionals 6 Existing Data Sources and Monitoring Systems 7
Implementing the Indicator System Appendix A: Public Comments on
Draft Report and Committee Response Appendix B: Possible Formulas
for Calculating Selected Indicators Appendix C: Agendas: Workshop
and Public Comment Meeting Appendix D: Biographical Sketches of
Committee Members and Staff
|
Learning Science Through Computer Games and Simulations (Paperback)
Committee on Science Learning Computer Games Simulations and Education, Board on Science Education, Division of Behavioral and Social Sciences and Education, National Research Council; Edited by Margaret L Hilton, …
|
R1,071
Discovery Miles 10 710
|
Ships in 12 - 17 working days
|
At a time when scientific and technological competence is vital to
the nation's future, the weak performance of U.S. students in
science reflects the uneven quality of current science education.
Although young children come to school with innate curiosity and
intuitive ideas about the world around them, science classes rarely
tap this potential. Many experts have called for a new approach to
science education, based on recent and ongoing research on teaching
and learning. In this approach, simulations and games could play a
significant role by addressing many goals and mechanisms for
learning science: the motivation to learn science, conceptual
understanding, science process skills, understanding of the nature
of science, scientific discourse and argumentation, and
identification with science and science learning.
To explore this potential, Learning Science: Computer Games,
Simulations, and Education, reviews the available research on
learning science through interaction with digital simulations and
games. It considers the potential of digital games and simulations
to contribute to learning science in schools, in informal
out-of-school settings, and everyday life. The book also identifies
the areas in which more research and research-based development is
needed to fully capitalize on this potential.
Learning Science will guide academic researchers; developers,
publishers, and entrepreneurs from the digital simulation and
gaming community; and education practitioners and policy makers
toward the formation of research and development partnerships that
will facilitate rich intellectual collaboration. Industry,
government agencies and foundations will play a significant role
through start-up and ongoing support to ensure that digital games
and simulations will not only excite and entertain, but also
motivate and educate.
|
You may like...
Rio 2
Jesse Eisenberg, Anne Hathaway, …
Blu-ray disc
(1)
R76
Discovery Miles 760
|