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5 practices for orchestrating productive task-based discussions in science / / Jennifer L. Cartier [and three others]
| 5 practices for orchestrating productive task-based discussions in science / / Jennifer L. Cartier [and three others] |
| Autore | Cartier Jennifer L. |
| Pubbl/distr/stampa | Reston, Virginia : , : National Council of Teachers of Mathematics, , [2013] |
| Descrizione fisica | 1 online resource (146 pages) |
| Disciplina | 507 |
| Altri autori (Persone) |
SmithMargaret Schwan
SteinMary Kay RossDanielle K |
| Soggetto topico |
Science - Study and teaching (Primary)
Science - Study and teaching (Secondary) Task analysis in education |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Laying the groundwork : setting goals and selecting tasks -- Introducing the five practices model : contrasting the practices of two teachers -- Getting started : anticipating and monitoring students' work -- Making decisions about the discussion : selecting, sequencing, and connecting -- Encouraging and guiding student thinking -- Positioning five practices discussion within instructional design -- Beginning secondary science teachers use the model : lessons learned. |
| Record Nr. | UNINA-9910794659003321 |
Cartier Jennifer L.
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| Reston, Virginia : , : National Council of Teachers of Mathematics, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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5 practices for orchestrating productive task-based discussions in science / / Jennifer L. Cartier [and three others]
| 5 practices for orchestrating productive task-based discussions in science / / Jennifer L. Cartier [and three others] |
| Autore | Cartier Jennifer L. |
| Pubbl/distr/stampa | Reston, Virginia : , : National Council of Teachers of Mathematics, , [2013] |
| Descrizione fisica | 1 online resource (146 pages) |
| Disciplina | 507 |
| Altri autori (Persone) |
SmithMargaret Schwan
SteinMary Kay RossDanielle K |
| Soggetto topico |
Science - Study and teaching (Primary)
Science - Study and teaching (Secondary) Task analysis in education |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Laying the groundwork : setting goals and selecting tasks -- Introducing the five practices model : contrasting the practices of two teachers -- Getting started : anticipating and monitoring students' work -- Making decisions about the discussion : selecting, sequencing, and connecting -- Encouraging and guiding student thinking -- Positioning five practices discussion within instructional design -- Beginning secondary science teachers use the model : lessons learned. |
| Record Nr. | UNINA-9910827338603321 |
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Cartier Jennifer L.
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| Reston, Virginia : , : National Council of Teachers of Mathematics, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Hard-to-teach science concepts [[electronic resource] ] : a framework to support learners, grades 3-5 / / by Susan Koba with Carol T. Mitchell
| Hard-to-teach science concepts [[electronic resource] ] : a framework to support learners, grades 3-5 / / by Susan Koba with Carol T. Mitchell |
| Autore | Koba Susan |
| Pubbl/distr/stampa | Arlington, Va., : National Science Teachers Association, c2011 |
| Descrizione fisica | 1 online resource (273 p.) |
| Disciplina | 372.35/044 |
| Altri autori (Persone) | MitchellCarol T |
| Soggetto topico | Science - Study and teaching (Primary) |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-936137-45-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. The toolbox : a framework and instructional tools -- pt. 2. Toolbox implementation : using the framework and instructional tools with hard-to-teach science topics. |
| Record Nr. | UNINA-9910461348803321 |
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Koba Susan
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| Arlington, Va., : National Science Teachers Association, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Hard-to-teach science concepts [[electronic resource] ] : a framework to support learners, grades 3-5 / / by Susan Koba with Carol T. Mitchell
| Hard-to-teach science concepts [[electronic resource] ] : a framework to support learners, grades 3-5 / / by Susan Koba with Carol T. Mitchell |
| Autore | Koba Susan |
| Pubbl/distr/stampa | Arlington, Va., : National Science Teachers Association, c2011 |
| Descrizione fisica | 1 online resource (273 p.) |
| Disciplina | 372.35/044 |
| Altri autori (Persone) | MitchellCarol T |
| Soggetto topico | Science - Study and teaching (Primary) |
| ISBN | 1-936137-45-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. The toolbox : a framework and instructional tools -- pt. 2. Toolbox implementation : using the framework and instructional tools with hard-to-teach science topics. |
| Record Nr. | UNINA-9910789766303321 |
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Koba Susan
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| Arlington, Va., : National Science Teachers Association, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Inspiring science in the early years : exploring good practice / / edited by Di Stead and Lois Kelly
| Inspiring science in the early years : exploring good practice / / edited by Di Stead and Lois Kelly |
| Autore | Kelly Lois |
| Pubbl/distr/stampa | Berkshire, England : , : Open University Press, , 2015 |
| Descrizione fisica | 1 online resource (170 p.) |
| Disciplina | 507.8 |
| Soggetto topico |
Science - Experiments
Science - Study and teaching (Elementary) Science - Study and teaching (Primary) |
| Soggetto non controllato | Science |
| ISBN | 0-335-26453-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover page; Halftitle page; Title page; Copyright page; Praise for this book; Contents; List of figures and tables; Notes on contributors; The editors; The authors; Acknowledgements; Preface; 1 Is science import ant in the early years? Lois Kelly; Introduction; What is science?; Science in the early years; How young children construct meaning; Nurturing children's curiosity; Exploring good practice; References; 2 Developing budding scientists Kathleen Orlandi; Encouragement to explore and investigate; Uninterrupted thinking time; Access to the world beyond the classroom
Provision for untidinessConclusion; References; 3 The role of talk in developing scientific language in the early years; Introduction; How does the teacher help the child develop more precise language?; How does the teacher support a child to refine their under standing of scientific concepts?; How does the teacher ascertain the developing scientific under standing of young children in order to plan for next steps or potential lines of development?; How can the teacher encourage the children to record their own ideas in a meaningful way?; Case study: Humpty Dumpty and his wall How can recounts develop scientific language?The plan-do-review of High/Scope; The use of stories and storytelling, including traditional and classic stories; The use of puppets in promoting exploratory talk; References; Resources; 4 Starting points to inspire science in the early years; Creating the right environment; Case study; Starting points in every day science; The power of stories; Conclusion; References; 5 How can continuous provision inspire early years science?; Introduction; What is continuous provision?; Continuous provision supporting science learning Why is play so important in learning science?What does continuous provision for science learning look like?; Using areas of continuous provision to enhance early years science; Opportune moments; What is the role of the teacher/adult in enhancing science incontinuous provision?; Meaningful conver sations that support sustained shared thinking; How do the questions you ask help children with their sustained shared thinking?; Conclusion; References; 6 Inspiring early years science through role play; Introduction; What does role play offer?; The role of the adult in promoting scientific learning ConclusionReferences; 7 Exploring toys and other resources to inspire science in the early years; Introduction; The purpose of resources; Using toys and other resources effect ively; Toys for under standing the world; Something to think about; Messing about in science with balls; Messing about with mud; Messing about with magnets; Conclusion; References; 8 Using technology to inspire science in early years; Introduction; Technological innovation and expectations with young children; Using technology to enhance early science skills Taking the innovative leap: ensuring optimum use of technology to enhance early years science |
| Record Nr. | UNINA-9910787461003321 |
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Kelly Lois
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| Berkshire, England : , : Open University Press, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Inspiring science in the early years : exploring good practice / / edited by Di Stead and Lois Kelly
| Inspiring science in the early years : exploring good practice / / edited by Di Stead and Lois Kelly |
| Autore | Kelly Lois |
| Pubbl/distr/stampa | Berkshire, England : , : Open University Press, , 2015 |
| Descrizione fisica | 1 online resource (170 p.) |
| Disciplina | 507.8 |
| Soggetto topico |
Science - Experiments
Science - Study and teaching (Elementary) Science - Study and teaching (Primary) |
| Soggetto non controllato | Science |
| ISBN | 0-335-26453-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover page; Halftitle page; Title page; Copyright page; Praise for this book; Contents; List of figures and tables; Notes on contributors; The editors; The authors; Acknowledgements; Preface; 1 Is science import ant in the early years? Lois Kelly; Introduction; What is science?; Science in the early years; How young children construct meaning; Nurturing children's curiosity; Exploring good practice; References; 2 Developing budding scientists Kathleen Orlandi; Encouragement to explore and investigate; Uninterrupted thinking time; Access to the world beyond the classroom
Provision for untidinessConclusion; References; 3 The role of talk in developing scientific language in the early years; Introduction; How does the teacher help the child develop more precise language?; How does the teacher support a child to refine their under standing of scientific concepts?; How does the teacher ascertain the developing scientific under standing of young children in order to plan for next steps or potential lines of development?; How can the teacher encourage the children to record their own ideas in a meaningful way?; Case study: Humpty Dumpty and his wall How can recounts develop scientific language?The plan-do-review of High/Scope; The use of stories and storytelling, including traditional and classic stories; The use of puppets in promoting exploratory talk; References; Resources; 4 Starting points to inspire science in the early years; Creating the right environment; Case study; Starting points in every day science; The power of stories; Conclusion; References; 5 How can continuous provision inspire early years science?; Introduction; What is continuous provision?; Continuous provision supporting science learning Why is play so important in learning science?What does continuous provision for science learning look like?; Using areas of continuous provision to enhance early years science; Opportune moments; What is the role of the teacher/adult in enhancing science incontinuous provision?; Meaningful conver sations that support sustained shared thinking; How do the questions you ask help children with their sustained shared thinking?; Conclusion; References; 6 Inspiring early years science through role play; Introduction; What does role play offer?; The role of the adult in promoting scientific learning ConclusionReferences; 7 Exploring toys and other resources to inspire science in the early years; Introduction; The purpose of resources; Using toys and other resources effect ively; Toys for under standing the world; Something to think about; Messing about in science with balls; Messing about with mud; Messing about with magnets; Conclusion; References; 8 Using technology to inspire science in early years; Introduction; Technological innovation and expectations with young children; Using technology to enhance early science skills Taking the innovative leap: ensuring optimum use of technology to enhance early years science |
| Record Nr. | UNINA-9910808909403321 |
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Kelly Lois
|
||
| Berkshire, England : , : Open University Press, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Inspiring science in the early years : exploring good practice / / edited by Di Stead and Lois Kelly
| Inspiring science in the early years : exploring good practice / / edited by Di Stead and Lois Kelly |
| Pubbl/distr/stampa | Berkshire, England : , : Open University Press, , 2015 |
| Descrizione fisica | 1 online resource (170 p.) |
| Disciplina | 507.8 |
| Soggetto topico |
Science - Experiments
Science - Study and teaching (Elementary) Science - Study and teaching (Primary) |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-335-26453-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover page; Halftitle page; Title page; Copyright page; Praise for this book; Contents; List of figures and tables; Notes on contributors; The editors; The authors; Acknowledgements; Preface; 1 Is science import ant in the early years? Lois Kelly; Introduction; What is science?; Science in the early years; How young children construct meaning; Nurturing children's curiosity; Exploring good practice; References; 2 Developing budding scientists Kathleen Orlandi; Encouragement to explore and investigate; Uninterrupted thinking time; Access to the world beyond the classroom
Provision for untidinessConclusion; References; 3 The role of talk in developing scientific language in the early years; Introduction; How does the teacher help the child develop more precise language?; How does the teacher support a child to refine their under standing of scientific concepts?; How does the teacher ascertain the developing scientific under standing of young children in order to plan for next steps or potential lines of development?; How can the teacher encourage the children to record their own ideas in a meaningful way?; Case study: Humpty Dumpty and his wall How can recounts develop scientific language?The plan-do-review of High/Scope; The use of stories and storytelling, including traditional and classic stories; The use of puppets in promoting exploratory talk; References; Resources; 4 Starting points to inspire science in the early years; Creating the right environment; Case study; Starting points in every day science; The power of stories; Conclusion; References; 5 How can continuous provision inspire early years science?; Introduction; What is continuous provision?; Continuous provision supporting science learning Why is play so important in learning science?What does continuous provision for science learning look like?; Using areas of continuous provision to enhance early years science; Opportune moments; What is the role of the teacher/adult in enhancing science incontinuous provision?; Meaningful conver sations that support sustained shared thinking; How do the questions you ask help children with their sustained shared thinking?; Conclusion; References; 6 Inspiring early years science through role play; Introduction; What does role play offer?; The role of the adult in promoting scientific learning ConclusionReferences; 7 Exploring toys and other resources to inspire science in the early years; Introduction; The purpose of resources; Using toys and other resources effect ively; Toys for under standing the world; Something to think about; Messing about in science with balls; Messing about with mud; Messing about with magnets; Conclusion; References; 8 Using technology to inspire science in early years; Introduction; Technological innovation and expectations with young children; Using technology to enhance early science skills Taking the innovative leap: ensuring optimum use of technology to enhance early years science |
| Record Nr. | UNINA-9910460683303321 |
| Berkshire, England : , : Open University Press, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Language, discourse, and learning in science [[electronic resource] ] : improving professional practice through action research / / edited by Aldrin E. Sweeney and Kenneth Tobin
| Language, discourse, and learning in science [[electronic resource] ] : improving professional practice through action research / / edited by Aldrin E. Sweeney and Kenneth Tobin |
| Pubbl/distr/stampa | Tallahassee, FL : , : Southeast Eisenhower Regional Consortium for Mathematics and Science Education at SERVE, , 2000 |
| Descrizione fisica | 1 online resource (176 pages) : illustrations |
| Altri autori (Persone) |
SweeneyAldrin E
TobinKenneth |
| Soggetto topico |
Action research in education
Science - Study and teaching (Primary) Science - Study and teaching (Secondary) |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Language, discourse, and learning in science |
| Record Nr. | UNINA-9910697729903321 |
| Tallahassee, FL : , : Southeast Eisenhower Regional Consortium for Mathematics and Science Education at SERVE, , 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Picture-perfect STEM lessons, K-2 : using children's books to inspire STEM learning / / by Emily Morgan and Karen Ansberry
| Picture-perfect STEM lessons, K-2 : using children's books to inspire STEM learning / / by Emily Morgan and Karen Ansberry |
| Autore | Morgan Emily R (Emily Rachel), <1973-> |
| Pubbl/distr/stampa | Arlington, Virginia : , : NSTA Press, , 2017 |
| Descrizione fisica | 1 online resource (333 pages) : illustrations (some color) |
| Disciplina | 372.35/044 |
| Soggetto topico |
Science - Study and teaching (Primary)
Picture books for children - Educational aspects |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-68140-329-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910480225803321 |
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Morgan Emily R (Emily Rachel), <1973->
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| Arlington, Virginia : , : NSTA Press, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Picture-perfect STEM lessons, K-2 : using children's books to inspire STEM learning / / by Emily Morgan and Karen Ansberry
| Picture-perfect STEM lessons, K-2 : using children's books to inspire STEM learning / / by Emily Morgan and Karen Ansberry |
| Autore | Morgan Emily R (Emily Rachel), <1973-> |
| Pubbl/distr/stampa | Arlington, Virginia : , : National Science Teachers Association, , [2017] |
| Descrizione fisica | 1 online resource (xvii, 332 pages) : illustrations, maps |
| Disciplina | 372.35/044 |
| Collana | Gale eBooks |
| Soggetto topico |
Science - Study and teaching (Primary)
Picture books for children - Educational aspects |
| ISBN | 1-68140-329-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Why use picture books to teach STEM? -- 2. Reading aloud -- 3. BSCS 5E instructional model -- 4. Connecting to the standards -- 5. Science and engineering practices -- 6. The handiest things -- 7. Build it! -- 8. Robots everywhere -- 9. Feel the heat -- 10. Move it! -- 11. Let's drum! -- 12. Get the message -- 13. Science mysteries -- 14. Crayons -- 15. Design a habitat -- 16. Plant a tree -- 17. Pillbots -- 18. Flights of the pollinators -- 19. A birthday is no ordinary day -- 20. Our blue planet. |
| Record Nr. | UNINA-9910795458603321 |
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Morgan Emily R (Emily Rachel), <1973->
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| Arlington, Virginia : , : National Science Teachers Association, , [2017] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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