Items related to National Geographic Science K (Life Science: Animals):...
The Big Ideas Big Book delivers the core content of the science instruction for the unit. It focuses directly on the science topics by centering on Big Ideas.
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About the Author:
Associate Professor of Science Education, University of Virginia Dr. Randy Bell began his career as a forest researcher in the Pacific Northwest. His interest in sharing science with others led him to pursue a teaching license, and he taught science for six years in rural eastern Oregon. Currently, Dr. Bell teaches pre-service teachers, provides professional development for practicing teachers, and researches and develops curricular materials. Randy's two primary areas of research include teaching and learning about the nature of scientific knowledge, and assessing the impact of educational technology on science teaching and learning.
Dr. Bell's monograph is titled Teaching the Nature of Science.
Associate Professor of Science Education, University of South Florida Dr. Malcolm Butler's teaching and research addresses multicultural issues in the classroom. He has worked to support typically underserved student populations and has interest in the areas of writing to learn in science, science content for elementary teachers, and coastal and environmental education professional development for teachers. He has written and contributed to many academic journal articles including "The Invisible Science Educator," presented at the 2007 National Science Foundation conference.
Dr. Butler's monograph is titled Motivating Young Students to be Successful in Science.
Director of Teacher Education, Illinois Institute of Technology Dr. Judith Lederman has taught science in classrooms ranging from pre-K science to graduate level education courses and post-graduate professional development workshops. Dr. Lederman is known nationally and internationally for her work in the teaching and learning of Scientific Inquiry in both formal and informal settings. In 2008, she was awarded a Fulbright Fellowship to work with a South African university, museum educators, and K-12 science teachers in the area of Scientific Inquiry and Nature of Science. Judith served on the Board of Directors of the National Science Teachers Association (NSTA) and as President of the Council for Elementary Science International (CESI).
Dr. Lederman's monograph is titled Teaching Scientific Inquiry.
Associate Professor of Science Education, Ohio State University Dr. Kathy Trundle currently teaches master's and doctoral level courses in science education. She studies children's and adult's understandings of Earth and space science concepts, and she has been very active in the development of sciencce teacher education programs. Dr. Trundle was the recipient of the 2008 Outstanding Science Teacher Educator of the Year presented by the Association for Science Teacher Education, an international organization.
Dr. Trundle's monograph is titled Teaching Science During the Early Childhood Years.
Professor of Teacher Education and Educational Psychology, Michigan State University Dr. Nell Duke's research and teaching focuses primarily on young children--pre-kindergarten through grade two. She is particularly interested in how young children learn to comprehend informational text and what teachers can do to facilitate that process. Dr. Duke has received awards for her research from the International Reading Association, the National Council of Teachers of English, the National Reading Conference, and the American Educational Research Association. She is author and co-author of numerous journal articles, book chapters, and books, including Reading and Writing Informational Text in the Primary Grades: Research-Based Practices and Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.
Dr. Bell's monograph is titled Teaching the Nature of Science.
Associate Professor of Science Education, University of South Florida Dr. Malcolm Butler's teaching and research addresses multicultural issues in the classroom. He has worked to support typically underserved student populations and has interest in the areas of writing to learn in science, science content for elementary teachers, and coastal and environmental education professional development for teachers. He has written and contributed to many academic journal articles including "The Invisible Science Educator," presented at the 2007 National Science Foundation conference.
Dr. Butler's monograph is titled Motivating Young Students to be Successful in Science.
Director of Teacher Education, Illinois Institute of Technology Dr. Judith Lederman has taught science in classrooms ranging from pre-K science to graduate level education courses and post-graduate professional development workshops. Dr. Lederman is known nationally and internationally for her work in the teaching and learning of Scientific Inquiry in both formal and informal settings. In 2008, she was awarded a Fulbright Fellowship to work with a South African university, museum educators, and K-12 science teachers in the area of Scientific Inquiry and Nature of Science. Judith served on the Board of Directors of the National Science Teachers Association (NSTA) and as President of the Council for Elementary Science International (CESI).
Dr. Lederman's monograph is titled Teaching Scientific Inquiry.
Associate Professor of Science Education, Ohio State University Dr. Kathy Trundle currently teaches master's and doctoral level courses in science education. She studies children's and adult's understandings of Earth and space science concepts, and she has been very active in the development of sciencce teacher education programs. Dr. Trundle was the recipient of the 2008 Outstanding Science Teacher Educator of the Year presented by the Association for Science Teacher Education, an international organization.
Dr. Trundle's monograph is titled Teaching Science During the Early Childhood Years.
Professor of Teacher Education and Educational Psychology, Michigan State University Dr. Nell Duke's research and teaching focuses primarily on young children--pre-kindergarten through grade two. She is particularly interested in how young children learn to comprehend informational text and what teachers can do to facilitate that process. Dr. Duke has received awards for her research from the International Reading Association, the National Council of Teachers of English, the National Reading Conference, and the American Educational Research Association. She is author and co-author of numerous journal articles, book chapters, and books, including Reading and Writing Informational Text in the Primary Grades: Research-Based Practices and Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.
"About this title" may belong to another edition of this title.
- PublisherNational Geographic School Pub
- Publication date2009
- ISBN 10 0736268545
- ISBN 13 9780736268547
- BindingPaperback
- Edition number1
- Number of pages32
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National Geographic Science K (Life Science: Animals): Big Ideas Big Book
Published by
National Geographic School Pub
(2009)
ISBN 10: 0736268545
ISBN 13: 9780736268547
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