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Teaching science is as much about learning what it means to do
science as it is about the pedagogy of teaching. Launching Learners
in Science provides both theoretical and practical ideas
surrounding the teaching and learning of science. Providing
opportunities for teachers to observe, share, experiment, organize,
and hypothesize about science content, this resource also focuses
on the students and the kind of science instruction they receive.
Kerry C. Williams and George E. Veomett describe the principles of
and requirements for the active learning of science and identify
key ingredients for students and their development as young
scientists. Educators will find examples, questions, and stories
inviting them to construct meaning from the text. Based largely on
the High/Scope preschool project as adapted for primary students,
the book connects to research on cognitive and neural development
and motivational theory from the work of Piaget and Vygotsky, and
from the teaching experiences of the authors. Based on the
perspective that the teaching of science is about three things:
knowing content, knowing children, and teachers knowing themselves
as teachers and learners, this handbook invites educators to think
about what it means to teach science in a way that will make a
lasting difference in children's lives.
Teaching science is as much about learning what it means to do
science as it is about the pedagogy of teaching. Launching Learners
in Science provides both theoretical and practical ideas
surrounding the teaching and learning of science. Providing
opportunities for teachers to observe, share, experiment, organize,
and hypothesize about science content, this resource also focuses
on the students and the kind of science instruction they receive.
Kerry C. Williams and George E. Veomett describe the principles of
and requirements for the active learning of science and identify
key ingredients for students and their development as young
scientists. Educators will find examples, questions, and stories
inviting them to construct meaning from the text. Based largely on
the High/Scope preschool project as adapted for primary students,
the book connects to research on cognitive and neural development
and motivational theory from the work of Piaget and Vygotsky, and
from the teaching experiences of the authors. Based on the
perspective that the teaching of science is about three things:
knowing content, knowing children, and teachers knowing themselves
as teachers and learners, this handbook invites educators to think
about what it means to teach science in a way that will make a
lasting difference in children's lives.
By the 1840s, American literature tradition had become fascinated
with the frontier. The rural folk humor of the ""Devil's Fork""
letters that a young Charles Fenton Mercer Noland (1810-1858) of
central Arkansas began writing in 1837 was something the country
wanted. His pieces were published regularly in New York's ""Spirit
of the Times"", and he quickly achieved a reputation as one of the
southwest's best humorists. His tall tales told in dialect
reflected the peculiar characteristics of the people of a backwoods
region. Noland's semiautobiographical ""Letters"" were built around
the experiences of Pete Whetstone, who, along with his neighbors,
devoted himself to hunting, fishing, and an outdoors lifestyle.
Through his first-person narration readers were able to experience
an ideal southwest frontier existence. Here was a land of natural
beauty, with clear rivers, forested mountains, and abundant game, a
place where a person could live a free and rustic lifestyle. Here
too were horse races and bear fights, politics and balls.
Unfortunately for Noland, an early death cut short a promising
career. Had he lived longer and written more, he could have become
one of America's great nineteenth-century humorists. Midcentury
America was certainly looking for one.
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