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Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
How can we prepare our students to think, read, and write like scientists? In Reading Science, Jennifer Altieri reminds us that literacy skills aren't add-ons to the science class-they are critical parts of instruction. She addresses the need for both literacy and science skills in our classrooms to prepare our students for the future challenges they will meet. Strategies you can use right away Filled with practical strategies customized for science classrooms based on Jennifer's decades of experience connecting content areas with literacy, this book supports: teaching students to be critical consumers of scientific information they read, regardless of the source or type of text developing students' interest in scientific vocabulary and rich understanding of how words relate to each other encouraging collaboration as students seek answers to scientific questions and communicate their findings. Science requires specialized literacy demands Our students should be prepared for not only the science class as we know it today but for future science classes and the world beyond. To create classrooms that support this kind of learning, we must use literacy as a tool to help students access science content, communicate their ideas precisely, and apply their discoveries in new contexts.
The book's argument depends, as do most proposals in education, upon cer tain positions in the philosophy of education. I believe that education should be primarily concerned with developing understanding, with initiation into worth while traditions of intellectual achievement, and with developing capacities for clear, analytic and critical thought. These have been the long-accepted goals of liberal education. In a liberal education, students should come to know and appre ciate a variety of disciplines, know them at an appropriate depth, see the interconnectedness of the disciplines, or the modes of thought, and finally have some critical disposition toward what is being learned, to be genuinely open minded about intellectual things. These liberal goals are contrasted with goals such as professional training, job preparation, promotion of self-esteem, social engineering, entertainment, or countless other putative purposes of schooling that are enunciated by politicians, administrators, and educators. The book's argument might be consistent with other views of education especially ones about the training of specialists (sometimes called a professional view of education)-but the argument fits best with a liberal view of education. The liberal hope has always been that if education is done well, then other per sonal and social goods will follow. The development of informed, critical, and moral capacities is the cornerstone for personal and social achievements.
Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.
In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
This book deals with the use of technology in science teaching. The author is not, nor has ever had an intention of being a “techie. ” Rather, I spent the first decade of my professional life as a high school physics teacher, making occasional uses of technology to further student understanding and to automate my own teaching practices. During my graduate work, my interest in the use of technology continued. Catalyzed, to some extent by the increasing availability of graphical interfaces for computers, the realization struck that the computer was more and more becoming a tool that all teachers could use to support their teaching practice—not simply those with a passion for the technology itself. The rapid changes in the hardware and software available, however, frequently caused me to reflect on the usefulness of technology—if it were to change at such a rapid pace, would anyone, save for those who diligently focused on the development of these tools, be able to effectively use technology in science teaching? Was change to rapid to yield a useful tool for teachers? To address this interest, I examined the nature of science teaching during this century—using the equally fluid notion of “scientific literacy”—which formed the organizing principle for this study. The result is a examination of how technology was used to accomplishing this goal of producing scientifically literate citizens. What was observed is that technology, indeed, consistently came to the service of teachers as they attempted to achieve this goal.
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
The Sourcebook for Teaching Science is a unique, comprehensive resource designed to give middle and high school science teachers a wealth of information that will enhance any science curriculum. Filled with innovative tools, dynamic activities, and practical lesson plans that are grounded in theory, research, and national standards, the book offers both new and experienced science teachers powerful strategies and original ideas that will enhance the teaching of physics, chemistry, biology, and the earth and space sciences.
Discusses specific techniques, strategies, and ways to build the Big6 into existing instructional programs. Included are specific Big6 instructional ideas in context, which can be used to modify and meet specific instructional needs.