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Learning From Successful Cooperative Models
Book Chapter |
Since some schools lack even a modest representation of free-living animal and plant life, it is important that school districts consider giving high priority to the establishment of cooperative off-campus teaching and…
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Professional Development: Learning to Always Be a Student
Book Chapter |
“If you are going to be a teacher, you should always be a student.” This quote has directed my entire career in education, and continues to drive my actions today. I share it with every single new teacher that I meet in…
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Strategies for Assessing Science and Language Learning
Book Chapter |
In this chapter, the authors give an overview of principles for assessing language learners in science. They describe how to plan assessment, how to use it in the classroom, and how to provide feedback and improve…
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Brain Research: Implications for Teaching and Learning
Book Chapter |
As knowledge of many aspects of the brain has exploded over the past few decades, there has been a strong desire to link the study of the brain, i.e., neuroscience, with education, the applied learning endeavor of…
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How Do Students Learn Science?
Book Chapter |
As we search for ways to improve classroom science experiences for students, we repeat the same question over and over: “How do students learn science?” In one sense, how students learn science falls within the realm of…
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Classroom Assessment in the Service of Student Learning
Book Chapter |
Science education reform literature acknowledges the close relationship between assessment and learning. This chapter takes a closer look at this tight link between assessment and learning, specifically at how classroom…
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Using Rubrics to Foster Meaningful Learning
Book Chapter |
Since its inception in the mid-1980s, the Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science (University of California-Berkley) has developed an array of “issue-oriented”…
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Active Learning in the College Science Classroom
Book Chapter |
Research has consistently shown that all students, including college science students, learn more when activity engaged. Engagement can occur through increased interaction with the content itself, or it may be coupled…
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Incorporating Primary Literature Into Science Learning
Book Chapter |
Recent educational initiatives call for changes in science education that promote the development of students’ scientific skills, such as interpreting data, applying concepts, and synthesizing information. Although…
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Toward More Equitable Learning in Science
Book Chapter |
This chapter examines some important questions about equity in the science classroom. It explores how a focus on practices is in line with goals we have to make science accessible, intelligible, and meaningful for all…
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Supporting Science Learning for All Students
Book Chapter |
This chapter includes activities that explore the Next Generation Science Standards (NGSS) Appendix D, “All Standards, All Students” and the case studies included with that appendix. These classroom case studies…
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Promising Professional Learning: Tools and Practices
Book Chapter |
This chapter, by Rodger W. Bybee, James B. Short, and Dora E. Kastel, explores professional learning strategies and emphasizes the importance of assessing instructional materials for both quality and Next Generation…
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Design Challenge Units and Research on Learning
Book Chapter |
Chapters 1–3 provide background information and introduce the particular engineering design process (EDP) used in the Cincinnati Engineering Enhanced Math and Science (CEEMS) program, as well as how the design challenge…
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A Natural Storyline for Learning About Ecosystems
Book Chapter |
Chapters 6–13 share grades 3–5 model lessons for putting the “explore-before-explain” mind-set into practice. In this chapter, the third-grade lesson is aimed at developing students’ ideas about living things and Earth’…
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Perspectives on Professional Learning for STEM Units
Book Chapter |
This chapter presents criteria for potential contemporary STEM units and the complementary professional learning. The discussion provides a foundation and context for a professional learning institute where teachers…
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