LEADER 04895nam 2200673 450 001 9910460365403321 005 20200520144314.0 010 $a0-19-756153-5 010 $a0-19-972747-3 035 $a(CKB)3710000000506410 035 $a(EBL)271301 035 $a(OCoLC)870243243 035 $a(SSID)ssj0001038011 035 $a(PQKBManifestationID)12438941 035 $a(PQKBTitleCode)TC0001038011 035 $a(PQKBWorkID)11047466 035 $a(PQKB)10698288 035 $a(StDuBDS)EDZ0002342115 035 $a(MiAaPQ)EBC271301 035 $a(Au-PeEL)EBL271301 035 $a(CaPaEBR)ebr11303213 035 $a(EXLCZ)993710000000506410 100 $a20161129h20002000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDesigns for science literacy /$fProject 2061 (American Association for the Advancement of Science) 210 1$aNew York ;$aOxford, [England] :$cOxford University Press,$d2000. 210 4$d©2000 215 $a1 online resource (313 p.) 225 1 $aOxford scholarship online 300 $aPreviously issued in print: 2001. 300 $a"Project 2061, American Association for the Advancement of Science." 311 $a0-19-513278-5 320 $aIncludes bibliographical references and index. 327 $aCONTENTS; PREFACE; SCIENCE LITERACY, CURRICULUM REFORM, AND THIS BOOK; PROLOGUE: DESIGN IN GENERAL; An Introductory Example; Attributes of Design; Establishing Design Specifications; Conceptualizing a Design; Developing a Design; Refining the Designed Product; Looking Ahead; PART I: DESIGN AND THE CURRICULUM; CHAPTER 1: CURRICULUM DESIGN; An Introductory Example; Attributes of Curriculum Design; Establishing Curriculum-Design Specifications; Conceptualizing a Curriculum Design; Developing a Curriculum Design; Refining a Designed Curriculum; Looking Ahead; CHAPTER 2: CURRICULUM SPECIFICATIONS 327 $aWhat Is a Curriculum?Curriculum Structure; Curriculum Content; Curriculum Operation; Summing Up; PART II: DESIGNING TOMORROW'S CURRICULUM; CHAPTER 3: DESIGN BY ASSEMBLY; The Idea in Brief; The Idea in More Detail; Setting the Stage; Assembly Strategies; Curriculum-Resource Management; Continuing Professional Development; CHAPTER 4: CURRICULUM BLOCKS; What Are Curriculum Blocks?; Properties of Curriculum Blocks; A Template for Describing Curriculum Blocks; Where Will Curriculum Blocks Come From?; Looking Ahead; CHAPTER 5: HOW IT COULD BE: THREE STORIES; Foreword 327 $aPalladio Unified School DistrictEdmond Halley School District; Lewis & Clark Regional School District; Afterword; PART III: IMPROVING TODAY'S CURRICULUM; CHAPTER 6: BUILDING PROFESSIONAL CAPABILITY; Increasing Faculty Science Literacy; Understanding Student Learning Goals; Becoming Familiar with Research on Learning; Learning to Analyze Curriculum Materials; Acquiring Curriculum Versatility; Improving Assessment; Becoming Informed on Reform Movements; CHAPTER 7: UNBURDENING THE CURRICULUM; Cutting Major Topics; Pruning Subtopics from Major Topics; Trimming Technical Vocabulary 327 $aReducing Wasteful RepetitionThe Challenge; CHAPTER 8: INCREASING CURRICULUM COHERENCE; Types of Curriculum Coherence; Improving Coherence across Grade Levels; Improving Coherence across Subjects; EPILOGUE: ANOTHER LOOK AT DESIGNS; BIBLIOGRAPHY; ACKNOWLEDGEMENTS; INDEX; A; B; C; D; E; G; H; I; L; M; N; P; R; S; T; U; W; CREDITS; INSTALLING DESIGNS ON DISK 330 8 $aThe call for science curriculum reform has been made over and over again for much of the twentieth century. Arguments have been made that the content of the curriculum is not appropriate for meeting the individual and social needs of people living in the modern world; that the curriculum has become overstuffed with topics and does not serve students especially well; and above all, that the curriculum does not generate the student learning it is expected to produce. 'Designs for Science Literacy' presupposes that curriculum reform must be considerably more extensive and fundamental than the tinkering with individual courses and subjects that has been going on for decades. 410 0$aOxford scholarship online. 606 $aScience$xStudy and teaching$zUnited States 606 $aMathematics$xStudy and teaching$zUnited States 606 $aEngineering$xStudy and teaching$zUnited States 608 $aElectronic books. 615 0$aScience$xStudy and teaching 615 0$aMathematics$xStudy and teaching 615 0$aEngineering$xStudy and teaching 676 $a507/.1/073 712 02$aProject 2061 (American Association for the Advancement of Science) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460365403321 996 $aDesigns for science literacy$92094812 997 $aUNINA LEADER 01260nam a2200289 i 4500 001 991000790529707536 005 20020507173628.0 008 990629s1957 it ||| | fre 035 $ab10757715-39ule_inst 035 $aLE01302370$9ExL 040 $aDip.to Matematica$beng 041 0 $afreita 082 0 $a512.02 084 $aAMS 08-06 111 2 $aConvegno italo-francese di algebra astratta <1956 ; Padova>$0535033 245 10$aConvegno italo-francese di algebra astratta :$bPadova, 16-19 aprile 1956 /$cpromosso dalla Universitą degli studi di Padova ; edito dalla Unione matematica italiana ; con il contributo del Consiglio nazionale delle ricerche 260 $aRoma :$bEdizioni Cremonese,$c1957 300 $avi, 70 p. :$bdiagrs. ;$c25 cm. 650 4$aAbstract algebra$xCongresses 710 2 $aUnione Matematica Italiana 710 2 $aItalia :$bConsiglio nazionale delle ricerche 907 $a.b10757715$b02-04-14$c28-06-02 912 $a991000790529707536 945 $aLE013 08-XX UMI11 (1957)$g1$i2013000117126$lle013$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10852219$z28-06-02 996 $aConvegno italo-francese di algebra astratta$9923035 997 $aUNISALENTO 998 $ale013$b01-01-99$cm$da $e-$ffre$git $h0$i1