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What does it mean to be ‘sciencey’? Why do some people of all ages engage avidly with space and astronauts, birds and butterflies, chemicals and equations, while others detest and ‘hate’ the very ideas? This book develops in-depth analyses of the ‘science identities’ of very different people—young and old of diverse backgrounds—in order to explore their immersion in, and entanglement with, the processes of learning science. At the centre of the book lies a collection of their ‘science life’ stories, detailing their engagement with both formal education in schools and colleges, and informal science learning in the culture of everyday life. The text highlights how science educators, teachers, parents and science communicators more generally can foster and support the formation and transformation of people’s science identities, providing strategies to support the learning journey of children, adolescents and adults within a broad range of learning environments.
Most important to being a good science teacher is holding the expectation that all students can be scientists and think critically. Providing a thinking curriculum is especially important for those children in diverse classrooms who have been underserved by our educational system. OCo Becoming Scientists. Good science starts with a question, perhaps from the teacher at the start of a science unit or from the children as they wonder what makes a toy car move, how food decomposes, or why leaves change color. Using inquiry science, children discover answers to their questions in the same way that scientists doOCothey design experiments, make predictions, observe and describe, offer and test explanations, and share their conjectures with others. In essence, they construct their own understanding of how the world works through experimentation, reflection, and discussion. Look into real classrooms where teachers practice inquiry science and engage students in the science and engineering practices outlined in the Next Generation Science Standards. Rusty Bresser and Sharon Fargason show teachers how to do the following: Build on students' varied experiences, background knowledge, and readiness; Respond to the needs of students with varying levels of English language proficiency; Manage a diverse classroom during inquiry science exploration; Facilitate science discussions; Deepen their own science content knowledge. As the authors state, Inquiry science has little to do with textbooks and lectures and everything to do with our inherent need as a species to learn about and reflect on the world around us. Join your students on a journey of discovery as you explore your world via inquiry."
A practical guide to a successful scientific career, including creativity and problem-solving techniques to enhance research quality and output.
When you begin a new unit and discover that some students don't understand an important concept, do you just correct the error and give them the answer? If so, you run the risk that students will memorise what you say without changing their core misconceptions. This book explores how to identify such moments through 'responsive listening' and turn them into opportunities to build students' science literacy.
This book has been replaced by Becoming a Behavioral Science Researcher, Second Edition, ISBN 978-1-4625-3879-9.
In just a few years, today’s children and teens will forge careers that look nothing like those that were available to their parents or grandparents. While the U.S. economy becomes ever more information-driven, our system of education seems stuck on the idea that “content is king,” neglecting other skills that 21st century citizens sorely need. Becoming Brilliant offers solutions that parents can implement right now. Backed by the latest scientific evidence and illustrated with examples of what’s being done right in schools today, this book introduces the 6Cs—collaboration, communication, content, critical thinking, creative innovation, and confidence—along with ways parents can nurture their children’s development in each area.
Forget everything you’ve heard about adult language learning: evidence from cognitive science and psychology prove we can learn foreign languages just as easily as children. An eye-opening study on how adult learners can master a foreign lanugage by drawing on skills and knowledge honed over a lifetime. Adults who want to learn a foreign language are often discouraged because they believe they cannot acquire a language as easily as children. Once they begin to learn a language, adults may be further discouraged when they find the methods used to teach children don't seem to work for them. What is an adult language learner to do? In this book, Richard Roberts and Roger Kreuz draw on insights from psychology and cognitive science to show that adults can master a foreign language if they bring to bear the skills and knowledge they have honed over a lifetime. Adults shouldn't try to learn as children do; they should learn like adults. Roberts and Kreuz report evidence that adults can learn new languages even more easily than children. Children appear to have only two advantages over adults in learning a language: they acquire a native accent more easily, and they do not suffer from self-defeating anxiety about learning a language. Adults, on the other hand, have the greater advantages—gained from experience—of an understanding of their own mental processes and knowing how to use language to do things. Adults have an especially advantageous grasp of pragmatics, the social use of language, and Roberts and Kreuz show how to leverage this metalinguistic ability in learning a new language. Learning a language takes effort. But if adult learners apply the tools acquired over a lifetime, it can be enjoyable and rewarding.
A hands-on, revealing guide to a career as a climate scientist written by acclaimed Outside magazine writer Kyle Dickman and based on the experiences of a preeminent researcher studying permafrost in the Arctic—essential reading for anyone considering a path to this timely profession. Go behind the scenes and be mentored by the best in the business to find out what it’s really like, and what it really takes, to become a climate scientist. Accurate climate science is more important than ever before. As awareness grows of our changing climate, demand is increasing for people to study it—from universities who want to have the latest, cutting-edge research, militaries who are worried about national defense, and governments who need accurate data to enact policy reform. Climate scientists use both field research and complex algorithms on super computers to predict the climate of our ever-changing world. Acclaimed Outside magazine editor Kyle Dickman shadows climate scientist Cathy Wilson and her team, who work in the farthest reaches of Alaska’s northern tundra and in the national research labs in Los Alamos, NM, to reveal how this dream job becomes a reality. Shadow top climate scientists to see how they measure snowfall, assess the thawing of the permafrost, and determine the water content of soil down to 1 mm accuracy. Learn how the growth of one shrub can affect a whole ecosystem and how models can predict the future of our fast-changing planet. Here is how the job is performed at the highest level.
Does the scientific process belong in pastoral counseling? Professional Chaplaincy and Clinical Pastoral Education Should Become More Scientific: Yes and No examines the widespread ambivalence among pastoral caregivers and educators over the growing inclusion of science in pastoral care and counseling methodologies. Twenty-three seasoned professionals in the field give candid and sometimes emotional accounts of their interest in—and reservations about—the role scientific research plays in their profession. Some authors look at the issue from a historical perspective; others voice additional concerns. A few make concrete proposals on how chaplaincy can become more scientific. The result is a unique insight into the relationship between the secular and the religious. The question of whether science belongs in pastoral care and counseling is moot; pastoral care already makes extensive use of psychological testing and psychotherapeutic skills—all products of scientific thinking. But as technology becomes more dominant and health care delivery reflects a more corporate perspective, pastoral caregivers and educators are divided on whether the changes represent the significant opportunity to improve a ministry or the surrender of the ministry’s very essence. The essays collected in Professional Chaplaincy and Clinical Pastoral Education Should Become More Scientific: Yes and No go a step farther, breaking down the issue of faith versus science into more specific questions for pastoral caregivers, such as: Can what you do be measured? Do you have an obligation to embrace the challenge of change? Is becoming more scientific a necessity for staying in touch with your health care peers? How cost effective is the pastoral care you provide if it doesn’t include the scientific process? Could a reluctance to incorporate science into your counseling cost you your job? Professional Chaplaincy and Clinical Pastoral Education Should Become More Scientific: Yes and No presents thoughtful and thought-provoking debate that is a must-read for all pastoral caregivers and educators.
Becoming a Food Scientist is designed as a reservoir of ideas for those beginning a graduate education in food science or beginning a professional career in the field. Although at times it may read as a how-to manual for success in graduate school, it is meant to encourage each reader to study the research process, to challenge conventional wisdom, and to develop a career path that maximizes the probability of success both in school and beyond. The author has viewed food science graduate programs through the lenses of programs at four universities and service in numerous activities with the Institute of Food Technologists. This book is thus focused on the field of food science, but it may have relevance to other scientific disciplines. The book introduces the concept of research as process in the first chapter. Subsequent chapters focus on individual unit operations of research: idea generation, problem definition, critical evaluation of the literature, method selection, experimental design, data collection, processing and analysis, and knowledge dissemination. Successful graduate students in food science must master each of these operations. The final section of the book pushes the reader beyond graduate school into its practice in the real world. Topics covered in the maturation of a food scientist include the scientific meeting, critical thinking, science and philosophy, ethics, finding and managing the literature, planning, grantsmanship, laboratory setup and management, and career development. This book should be a meaningful companion for any graduate student in the field and those transitioning from graduate school to the food science profession.