Designing coherent science education : implications for curriculum, instruction, and policy

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000003505694	LB1585.3 D48 2008	Open Access Book	Book	Searching... Unknown
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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.

Robert TinkerYael Kali and Mary Koppal and Marcia C. Linn and Jo Ellen RosemanRoy D. Pea and Allan CollinsJo Ellen Roseman and Marcia C. Linn and Mary KoppalJoseph S. Krajcik and James D. Slotta and Katherine L. McNeill and Brian J. ReiserErika D. Tate and Douglas B. Clark and James J. Gallagher and David McLaughlinElizabeth A. Davis and Keisha VarmaJane Bowyer and Libby Gerard and Ronald W. MarxGeorge E. DeBoer and Hee-Sun Lee and Freda HusicYael Kali and David Fortus and Tamar Ronen-FuhrmannMarcia C. Linn and Yael Kali and Elizabeth A. Davis and Paul Horwitz

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

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Author Notes

Table of Contents