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. | ||
Reston, Virginia : , : National Council of Teachers of Mathematics, , [2013] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
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 |
Cartier Jennifer L. | ||
Reston, Virginia : , : National Council of Teachers of Mathematics, , [2013] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
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 |
Koba Susan | ||
Arlington, Va., : National Science Teachers Association, c2011 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
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 |
Koba Susan | ||
Arlington, Va., : National Science Teachers Association, c2011 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
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-9910816374803321 |
Koba Susan | ||
Arlington, Va., : National Science Teachers Association, c2011 | ||
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 |
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 |
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 |
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 |
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 |
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 |
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 | ||
|
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 |
Morgan Emily R (Emily Rachel), <1973-> | ||
Arlington, Virginia : , : NSTA Press, , 2017 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|