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The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
Book Synopsis Advancing Scientific Literacy in Earth Science by : Julia Burton
Download or read book Advancing Scientific Literacy in Earth Science written by Julia Burton and published by . This book was released on 2011 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
Book Synopsis Advancing Scientific Literacy in Physics by : Julia Burton
Download or read book Advancing Scientific Literacy in Physics written by Julia Burton and published by . This book was released on 2011 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
Book Synopsis Advancing Scientific Literacy in Chemistry by : Julia Burton
Download or read book Advancing Scientific Literacy in Chemistry written by Julia Burton and published by . This book was released on 2011 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
Book Synopsis Advancing Scientific Literacy in Biology by : Julia Burton
Download or read book Advancing Scientific Literacy in Biology written by Julia Burton and published by . This book was released on 2011 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The books in this series: offer an attractive, effective method for developing scientific literacy. Contain engaging activities that will draw in even students who feel they cant do science. Can be used to introduce or reinforce science concepts and vocabulary. Cover a wide range of topics within each broad subject area of biology,physics,chemistry and earth science.
In response to the growing national concern about precollege science education, this guide was developed to assist school administrators, curriculum planners, teachers, and scientists in incorporating earth science in K-12 science curricula. The guide is divided into four main sections that provide a framework for planning and implementing earth science education programs. The sections are as follows: (1) goals to guide the development of K-12 earth science curricula (in the areas of stewardship, appreciation, scientific thought, and knowledge); (2) concepts that are basic to understanding the earth and its interacting systems (with discussions of the earth in space, earth systems, geologic time, change, evolution, cycles, scales, and resources); (3) recommendations for teaching earth science subject matter in grades K-12 (discussed in terms of curriculum objectives, how students learn, teaching strategies, and assessment); and (4) recommendations for implementing new earth science curricula in the schools (discussed in the context of four essential tasks, namely, developing materials, developing support, preservice and inservice teacher education, and partnerships). The goals, concepts, and recommendations were developed by scientists, science educators, school administrators, and teachers who attended one or more of six regional conferences conducted by the American Geological Institute. (KR)
Book Synopsis Earth Science Education for the 21st Century by :
Download or read book Earth Science Education for the 21st Century written by and published by Amer Geological Institute. This book was released on 1991 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the growing national concern about precollege science education, this guide was developed to assist school administrators, curriculum planners, teachers, and scientists in incorporating earth science in K-12 science curricula. The guide is divided into four main sections that provide a framework for planning and implementing earth science education programs. The sections are as follows: (1) goals to guide the development of K-12 earth science curricula (in the areas of stewardship, appreciation, scientific thought, and knowledge); (2) concepts that are basic to understanding the earth and its interacting systems (with discussions of the earth in space, earth systems, geologic time, change, evolution, cycles, scales, and resources); (3) recommendations for teaching earth science subject matter in grades K-12 (discussed in terms of curriculum objectives, how students learn, teaching strategies, and assessment); and (4) recommendations for implementing new earth science curricula in the schools (discussed in the context of four essential tasks, namely, developing materials, developing support, preservice and inservice teacher education, and partnerships). The goals, concepts, and recommendations were developed by scientists, science educators, school administrators, and teachers who attended one or more of six regional conferences conducted by the American Geological Institute. (KR)
The Good Earth is the product of collaboration between the content rigor provided by Earth Science specialists (McConnell, Steer) and the results of research on learning as contributed by pedagogical experts (Knight, Owens). The Good Earth has been explicitly designed to be compatible with inquiry-based, active learning in the college classroom. The structural elements of this text will allow the instructor to incorporate these student-centered teaching methods into their Earth Science course. The authors have tested the book’s content and pedagogy in large Earth Science classes for non-majors that are populated with mostly freshmen. Their experiences show that the materials and methods in The Good Earth can improve students’ learning, increase daily attendance, reduce attrition, and increase students’ enthusiasm in comparison with classes taught following a traditional lecture format. The authors have chosen to emphasize three scientific themes throughout the text: i) scientific literacy; ii) Earth Science and the human experience; and, iii) the science of global change. The discussion of scientific methods is woven into the text throughout. They have included numerous examples of human interaction with the Earth that can serve as entry points for students to appreciate the nature of science. Global change is a theme that is evident in much current Earth Science research so our authors have used global change as a content theme throughout the book.
Book Synopsis Loose Leaf Version for Good Earth by : David McConnell
Download or read book Loose Leaf Version for Good Earth written by David McConnell and published by McGraw-Hill Education. This book was released on 2012-07-31 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Good Earth is the product of collaboration between the content rigor provided by Earth Science specialists (McConnell, Steer) and the results of research on learning as contributed by pedagogical experts (Knight, Owens). The Good Earth has been explicitly designed to be compatible with inquiry-based, active learning in the college classroom. The structural elements of this text will allow the instructor to incorporate these student-centered teaching methods into their Earth Science course. The authors have tested the book’s content and pedagogy in large Earth Science classes for non-majors that are populated with mostly freshmen. Their experiences show that the materials and methods in The Good Earth can improve students’ learning, increase daily attendance, reduce attrition, and increase students’ enthusiasm in comparison with classes taught following a traditional lecture format. The authors have chosen to emphasize three scientific themes throughout the text: i) scientific literacy; ii) Earth Science and the human experience; and, iii) the science of global change. The discussion of scientific methods is woven into the text throughout. They have included numerous examples of human interaction with the Earth that can serve as entry points for students to appreciate the nature of science. Global change is a theme that is evident in much current Earth Science research so our authors have used global change as a content theme throughout the book.
Explores key concepts including rocks and minerals, continental drift, volcanoes, earthquakes, and more Builds critical-thinking skills Promotes concept understanding among all students, especially those who read below grade level See other Walch Science Literacy titles
Book Synopsis Walch Science Literacy by : Richard Ojakangas
Download or read book Walch Science Literacy written by Richard Ojakangas and published by Walch Publishing. This book was released on 1997 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores key concepts including rocks and minerals, continental drift, volcanoes, earthquakes, and more Builds critical-thinking skills Promotes concept understanding among all students, especially those who read below grade level See other Walch Science Literacy titles
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.
Book Synopsis Benchmarks for Science Literacy by : American Association for the Advancement of Science
Download or read book Benchmarks for Science Literacy written by American Association for the Advancement of Science and published by Oxford University Press. This book was released on 1994-01-06 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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.
Book Synopsis Science Literacy by : National Academies of Sciences, Engineering, and Medicine
Download or read book Science Literacy written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-11-14 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis An Analysis of Earth Science Textbooks for Presentation of Aspects of Scientific Literacy by : Theron D. Garcia
Download or read book An Analysis of Earth Science Textbooks for Presentation of Aspects of Scientific Literacy written by Theron D. Garcia and published by . This book was released on 1985 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
