Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (Technology, Education--Connections (The TEC Series))

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9780807749135: Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (Technology, Education--Connections (The TEC Series))
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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.

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From the Author:

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.

About the Author:

Yael Kali is a senior researcher at the Department of Education in Science and Technology, Technion Israel Institute of Technology. Marcia C. Linn is a 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, has been involved in the design, testing, and dissemination of Project 2061's science literacy reform tools since 1989. She directs the NSF-funded Center for Curriculum Materials in Science (CCMS).

Contributors include Roy Pea, Alan Collins, Joseph S. Krajcik, Jim Slotta, Elizabeth A. Davis, Jane Bowyer and George E. DeBoer.

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Book Description Teachers' College Press, United States, 2008. Paperback. Condition: New. Language: English. Brand new Book. This edited collection synthesizes current research on the most promising methods and models for designing coherent science instruction. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume combines the insights of researchers from two Centers for Teaching and Learning. The book offers principles and criteria for design of instruction leading to coherent understanding of science. It discusses how courses can help students interpret contemporary scientific dilemmas like global warming and take full advantage of technology. Too often in today's science classes, students learn isolated facts rather than connections among ideas and are unprepared to apply scientific thinking and principles outside of checking off answers on standardized tests."Designing Coherent Science Education" demonstrates how effective instruction prepares learners to connect scientific principles to the schoolyard and beyond. "Designing Coherent Science Education" offers policy recommendations to transform science courses so that they meet the needs of all students and lure more students into scientific careers. The collection further addresses how to use technology in the classrooms to design coherent science instruction. Seller Inventory # AAN9780807749135

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Book Description Teachers College Press, United States, 2008. Paperback. Condition: New. Language: English . Brand New Book. This edited collection synthesizes current research on the most promising methods and models for designing coherent science instruction. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume combines the insights of researchers from two Centers for Teaching and Learning. The book offers principles and criteria for design of instruction leading to coherent understanding of science. It discusses how courses can help students interpret contemporary scientific dilemmas like global warming and take full advantage of technology. Too often in today s science classes, students learn isolated facts rather than connections among ideas and are unprepared to apply scientific thinking and principles outside of checking off answers on standardized tests. Designing Coherent Science Education demonstrates how effective instruction prepares learners to connect scientific principles to the schoolyard and beyond. Designing Coherent Science Education offers policy recommendations to transform science courses so that they meet the needs of all students and lure more students into scientific careers. The collection further addresses how to use technology in the classrooms to design coherent science instruction. Seller Inventory # AAN9780807749135

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