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Ambitious and encouraging, this text for prospective and practicing
elementary and middle school science teachers, grounded in
contemporary science education reform, is a valuable resource that
supplies concrete approaches to support the science and
science-integrated engineering learning of each and every student.
At its core, it is based in the view that science is its own
culture, consisting of unique thought processes, specialized
communication traditions, and distinctive methods and tools. Using
culture as a starting point and connecting it to effective
instructional approaches, the authors describe how a teacher can
make science accessible to students who are typically pushed to the
fringe-especially students of color and English language learners.
Written in a conversational style, the authors capture the tone
they use when they teach their own students. The readers are
recognized as professional partners in the shared efforts to
increase access, reduce inequities, and give all students the
opportunities to participate in science. Changes in the Third
Edition: Features an entirely new chapter on engineering and its
integration with science in K-8 settings. Provides fresh attention
to the Framework and Next Generation Science Standards while
distancing previous attention to process skills and inquiry
teaching. Incorporates the latest research about science practices,
classroom discussions, and culturally responsive strategies.
Retains an accessible writing style that encourages teachers to
engage in the challenges of providing equitable and excellent
science experiences to all children. Updated companion website:
online resources provide links to web materials, slideshows
specific to each chapter for course instructors' use, and
supplement handouts for in-class activities:
www.routledge.com/cw/Settlage
Ambitious and encouraging, this text for prospective and practicing
elementary and middle school science teachers, grounded in
contemporary science education reform, is a valuable resource that
supplies concrete approaches to support the science and
science-integrated engineering learning of each and every student.
At its core, it is based in the view that science is its own
culture, consisting of unique thought processes, specialized
communication traditions, and distinctive methods and tools. Using
culture as a starting point and connecting it to effective
instructional approaches, the authors describe how a teacher can
make science accessible to students who are typically pushed to the
fringe-especially students of color and English language learners.
Written in a conversational style, the authors capture the tone
they use when they teach their own students. The readers are
recognized as professional partners in the shared efforts to
increase access, reduce inequities, and give all students the
opportunities to participate in science. Changes in the Third
Edition: Features an entirely new chapter on engineering and its
integration with science in K-8 settings. Provides fresh attention
to the Framework and Next Generation Science Standards while
distancing previous attention to process skills and inquiry
teaching. Incorporates the latest research about science practices,
classroom discussions, and culturally responsive strategies.
Retains an accessible writing style that encourages teachers to
engage in the challenges of providing equitable and excellent
science experiences to all children. Updated companion website:
online resources provide links to web materials, slideshows
specific to each chapter for course instructors' use, and
supplement handouts for in-class activities:
www.routledge.com/cw/Settlage
Are you interested in using argument-driven inquiry for high school
lab instruction but aren't sure how to do it? You aren't alone.
Argument-Driven Inquiry in Chemistry is a one-stop source of
expertise, advice, and investigations, with the information and
materials you need to start using this method right away. The book
includes 30 field-tested labs that cover a broad range of topics
related to chemical reactions and matter's structure and
properties. The investigations are designed to be more authentic
scientific experiences than traditional laboratory activities. They
give your students an opportunity to design their own methods,
develop models, collect and analyze data, generate arguments, and
critique claims and evidence. Student Lab Manual for
Argument-Driven Inquiry in Chemistry provides the student materials
you need to guide your students through these investigations. With
lab details, student handouts, and safety information, your
students will be ready to start investigating.
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