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Informationen zum Autor Kerry C. Williams and George E. Veomett describe the principles of and requirements for the active learning of science and identify key ingredients for students and their development as young scientists. Educators will find examples! questions! and stories inviting them to construct meaning from the text. Based largely on the High/Scope preschool project as adapted for primary students! the book connects to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky! and from the teaching experiences of the authors. Based on the perspective that the teaching of science is about three things: knowing content! knowing children! and teachers knowing themselves as teachers and learners! this handbook invites educators to think about what it means to teach science in a way that will make a lasting difference in children's lives. Klappentext This valuable handbook is packed with examples, questions, stories, and thought-provoking ideas linked to NSES to help teachers give students a strong start in science achievement. Zusammenfassung This valuable handbook is packed with examples! questions! stories! and thought-provoking ideas linked to NSES to help teachers give students a strong start in science achievement. Inhaltsverzeichnis Preface Acknowledgements About the Authors Part I. Welcome to ¿Launching Learners in Science¿ 1. Origin of ¿Launching Learners in Science¿ Knowing Science Knowing Children and How They Learn Knowing Structures That Facilitate Learning and Teaching Science Changing Emphases Outline of the NSES Science Content Standards I. Unifying Concepts and Processes IIA. Science as Inquiry IIIB. Physical Science Content Standards IIIC. Life Science Standards IVD. Earth and Space Science VE. Science and Technology VIF. Science in Personal and Social Perspective Conversation Starters 2. The Nature of Science What Is the Nature of Science? Science as a Body of Knowledge Sciences as Process Elements of the Scientific Process A Historical Example Science as Process in Elementary School Reviewing the Nature of Science in Elementary Education Conversation Starters 3. Prior Beliefs, Efficacy, and Teaching Science Influence of Experiences and Beliefs on Practice Efficacy Reflecting on the Walls of Teaching Science Getting Around the Walls Wall #1: I Do Not Know Enough Science Content Wall #2: Students Need to Know the "Right Answers" Wall #3: I Don¿t Have Time to Teach Science @all #4: Active Science Lessons Disrupt My Classroom Management Reflecting on Your Own Science Walls Conversations Starters Part II. Construction Ahead! Influences on Learning 4. Maturation and Learning Constructing Knowledge Piaget: The Interaction of Maturation and Experience Assimilation and Accommodation Equilibrium / Disequilibrium Stages of Cogitive Development Conversation Starters 5. Social Interaction and Learning Vygotsky and Social Interaction Language Culture The Teacher¿s Role: Personal Educator Optimum Learning: The Zone of Proximal Development Identifying Students¿ Zones of Proximal Development Scaffolding: Stretching Without Pulling The Right Amount of Interaction The Controlling Guide The Dispassionate Guide The Effective Guide Social Interaction With Peers Conversation Starters 6. Active Learning Active Learning: Hands-On, Minds-On The Emotional Side of Active Learning The Ingredients for Active Learning Materials Manipulation Choice Language Adult Support Conversation Starters Part III. Classroom Experiences 7. Key Science Experiences The Key Science Experiences
