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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000003505694 | LB1585.3 D48 2008 | Open Access Book | Book | Searching... |
Searching... | 30000003473547 | LB1585.3 D48 2008 | Open Access Book | Book | Searching... |
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Summary
Summary
Too often in today's science classes, students learn isolated facts but are unprepared to apply scientific thinking outside of checking off answers on standardized tests. Designing Coherent Science Education demonstrates how effective instruction, supported by research-based curriculum materials and technologies, prepares learners to use scientific principles to make sense of the world around them. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume brings together experts in curriculum development, technology-assisted learning, diversity, teacher education, and assessment to consider strategies that will help students achieve a more integrated understanding of science.
Offering important policy recommendations, this practical resource:
Provides a set of design principles for the next generation of curriculum materials, both print and technology-based. Synthesizes current research on the most promising methods and models for coherent science instruction. Discusses how courses can help students interpret contemporary scientific dilemmas like global warming and personally relevant issues like health and disease.Contributors include Jane Bowyer, Allan Collins, Elizabeth A. Davis, George E. DeBoer, Joseph S. Krajcik, Roy D. Pea, and James Slotta.
Author Notes
Yael Kali is Senior Researcher at the Department of Education in Science and Technology, Technion--Israel Institute of Technology. Marcia C. Linn is Professor of Development and Cognition, specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. Jo Ellen Roseman, Director of Project 2061 at the American Association for the Advancement of Science, has been involved in the design, testing, and dissemination of Project 2061's science literacy reform tools since 1989.
Table of Contents
Foreword | p. vii |
Preface | p. xi |
Part I Framing the Argument | |
1 Learning How to Do Science Education: Four Waves of Reform | p. 3 |
2 Characterizing Curriculum Coherence | p. 13 |
Part II Perspectives on Integrated Understanding and Coherence | |
3 Designing Learning Environments to Support Students' Integrated Understanding | p. 39 |
4 Designing Science Instruction for Diverse Learners | p. 65 |
5 Supporting Teachers in Productive Adaptation | p. 94 |
6 Building Leadership for Scaling Science Curriculum Reform | p. 123 |
7 Assessing Integrated Understanding of Science | p. 153 |
Part III Synthesis and Policy Implications | |
8 Synthesizing Design Knowledge | p. 185 |
9 Policies to Promote Coherence | p. 201 |
References | p. 211 |
About the Editors and Contributors | p. 235 |
Credits | p. 240 |
Index | p. 241 |