LEADER 04652nam 2200697Ia 450 001 9910971336403321 005 20251116230955.0 010 $a9786610844739 010 $a9780309133838 010 $a0309133831 010 $a9781280844737 010 $a1280844736 010 $a9780309660693 010 $a0309660696 035 $a(CKB)1000000000522509 035 $a(EBL)3378202 035 $a(SSID)ssj0000284669 035 $a(PQKBManifestationID)12064531 035 $a(PQKBTitleCode)TC0000284669 035 $a(PQKBWorkID)10261474 035 $a(PQKB)10731461 035 $a(Au-PeEL)EBL3378202 035 $a(CaPaEBR)ebr10170929 035 $a(CaONFJC)MIL84473 035 $a(OCoLC)923276717 035 $a(MiAaPQ)EBC3378202 035 $a(Perlego)4739750 035 $a(BIP)13526031 035 $a(EXLCZ)991000000000522509 100 $a20061113d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTaking science to school $elearning and teaching science in grades K-8 /$fCommittee on Science Learning, Kindergarten Through Eighth Grade ; Richard A. Duschl, Heidi A. Schweingruber, and Andrew W. Shouse, editors 205 $a1st ed. 210 $aWashington, DC $cNational Academies Press$dc2007 215 $a1 online resource (403 p.) 300 $aDescription based upon print version of record. 311 08$a9780309102056 311 08$a0309102057 327 $a""Front Matter""; ""Foreword""; ""Acknowledgments""; ""Contents""; ""Executive Summary""; ""Part I INTRODUCTION""; ""1 Science Learning Past and Present""; ""2 Goals for Science Education""; ""Part II HOW CHILDREN LEARN SCIENCE""; ""3 Foundations for Science Learning in Young Children""; ""4 Knowledge and Understanding of the Natural World""; ""5 Generating and Evaluating Scientific Evidence and Explanations""; ""6 Understanding How Scientific Knowledge Is Constructed""; ""7 Participation in Scientific Practices and Discourse""; ""PART III Supporting Science Learning"" 327 $a""8 Learning Progressions""""9 Teaching Science as Practice""; ""10 Supporting Science Instruction""; ""PART IV Future Directions for Policy, Practice, and Research""; ""11 Conclusions and Recommendations""; ""Appendixes""; ""Appendix A Overview of Learning Progressions for Matter and the Atomic-Molecular Theory""; ""Appendix B Biographical Sketches of Committee Members and Staff""; ""Index"" 330 $aWhat is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. 606 $aScience$xStudy and teaching (Elementary)$zUnited States 606 $aScience$xStudy and teaching$zUnited States 615 0$aScience$xStudy and teaching (Elementary) 615 0$aScience$xStudy and teaching 676 $a372.3/5 701 $aDuschl$b Richard A$g(Richard Alan),$f1951-$01807852 701 $aSchweingruber$b Heidi A$01806112 701 $aShouse$b Andrew W$01807853 712 02$aNational Research Council (U.S.).$bCommittee on Science Learning, Kindergarten Through Eighth Grade. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971336403321 996 $aTaking science to school$94357823 997 $aUNINA