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| children's ideas in science rosalind driver: Children's Ideas in Science Rosalind Driver, 1985-06-16 Children arrive in their science classrooms with their own ideas and interpretations of the phenomena they are to study even when they have received no systematic instruction in these subjects whatsoever. These ideas and interpretations are a natural result of everyday experience - of practical physical activities, of talking with other people, and of the media. This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity. It also examines how students' conceptions change and develop with teaching. The editors have brought together science educators who come from different parts of the work but whose work is focused on the same determination to bring insight into the conceptual world of children in science classrooms - insight which will be helpful in making science teaching and learning more rewarding for teachers and children alike. |
| children's ideas in science rosalind driver: Pupil As Scientist Rosalind Driver, 1983-06-16 The Pupil as Scientist intends to give teachers and student teachers a better understanding of the thinking of young adolescent pupils in science lessons and to indicate the difficulties such pupils have in understanding the more abstract or formal ideas with which they are presented. It is practical in its orientation as the issues discussed are illustrated with examples drawn from dialogue and observations made in science classes. One of Rosalind Driver's main themes is that science teachers must recognise more fully and act upon the preconceptions and alternative frameworks which pupils bring to their study of science. Despite is practical orientation, the book addresses some fundamental questions arguing for a reappraisal of science teaching in secondary schools in the light of developments in cognitive psychology and philosophy of science. This is an accessible, authoritative and very helpful book for all concerned with the teaching of science in the secondary years. |
| children's ideas in science rosalind driver: The Content Of Science: A Constructivist Approach To Its Teaching And learning Peter J. Fensham, Richard F. Gunstone, Richard T. White, 2013-11-26 First published in 1994. Leading scholars in science education from eight countries on four continents and ex-pert practising science teachers (primary and secondary) wrote about the teaching and learning of particular science content or skills, and hence how different science content requires different sorts of teaching and learning. Having shared the papers, they then met to discuss them and subsequently revised them. The result is a coherent set of chapters that share valuable insights about the teaching and learning of science. Some chapters consider the detail of specific topics (e.g. floating and sinking, soil and chemical change), some describe innovative procedures, others provide powerful theory. Together they provide a comprehensive analysis of constructivist learning and teaching implications. |
| children's ideas in science rosalind driver: CHILDREN'S Ideas in Science Rosalind Driver, Edith Guesne, Andree Tiberghien, 1985 |
| children's ideas in science rosalind driver: Handbook of Educational Ideas and Practices (Routledge Revivals) Noel Entwistle, 2015-08-11 First published in 1990, the Handbook of Educational Ideas and Practices was written for practitioners and students in the field of education and its related services and was designed to appeal to educationists no matter what their nationality. Focusing mainly on compulsory schooling, it provides summaries of the thinking, research findings, and innovatory practices current at the time. However, the book is also careful to present a complete picture of education and therefore includes a separate section for education beyond school which covers pre-school level, post-secondary level, and adult and continuing education. There are also other chapters dealing with aspects of organization, curriculum, and teaching in various forms of tertiary education. Indeed, each topic has been discussed by an acknowledged expert writing in sufficient detail in order to resist trivialization. |
| children's ideas in science rosalind driver: The Missing Course David Gooblar, 2019-08-20 “What a delight to read David Gooblar’s book on teaching and learning. He wraps important insights into a story of discovery and adventure.” —Ken Bain, author of What the Best College Teachers Do College is changing, but the way we train academics is not. Most professors are taught to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom. There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. The Missing Course offers a field guide to the state-of-the-art in teaching and learning and is packed with insights to help students learn in any discipline. Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to ways of designing courses to get students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much your students actually learn. “Warm and empirically based, comprehensive but accessible, student-centered and also scientific. We’re so lucky to have Gooblar as a guide.” —Sarah Rose Cavanagh, author of The Spark of Learning “Goes beyond critique, offering a series of activities, approaches, and strategies that instructors can implement. His wise and necessary book is a long defense of the idea that a university can be a site of the transformation of self and society.” —Los Angeles Review of Books “An invaluable source of insight and wisdom on what it means to work with students. We’ve needed this book for a long time.” —John Warner, author of Why They Can’t Write |
| children's ideas in science rosalind driver: Science Curriculum Topic Study Page Keeley, Joyce Tugel, 2019-09-11 Today’s science standards reflect a new vision of teaching and learning. | How to make this vision happen Scientific literacy for all students requires a deep understanding of the three dimensions of science education: disciplinary content, scientific and engineering practices, and crosscutting concepts. If you actively engage students in using and applying these three dimensions within curricular topics, they will develop a scientifically-based and coherent view of the natural and designed world. The latest edition of this best-seller, newly mapped to the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), and updated with new standards and research-based resources, will help science educators make the shifts needed to reflect current practices in curriculum, instruction, and assessment. The methodical study process described in this book will help readers intertwine content, practices, and crosscutting concepts. The book includes: • An increased emphasis on STEM, including topics in science, technology, and engineering • 103 separate curriculum topic study guides, arranged in six categories • Connections to content knowledge, curricular and instructional implications, concepts and specific ideas, research on student learning, K-12 articulation, and assessment Teachers and those who support teachers will appreciate how Curriculum Topic Study helps them reliably analyze and interpret their standards and translate them into classroom practice, thus ensuring that students achieve a deeper understanding of the natural and designed world. |
| children's ideas in science rosalind driver: The Art of Teaching Science Jack Hassard, Michael Dias, 2013-07-04 The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and in-service science teachers. Special Features: Each chapter is organized into two sections: one that focuses on content and theme; and one that contains a variety of strategies for extending chapter concepts outside the classroom Case studies open each chapter to highlight real-world scenarios and to connect theory to teaching practice Contains 33 Inquiry Activities that provide opportunities to explore the dimensions of science teaching and increase professional expertise Problems and Extensions, On the Web Resources and Readings guide students to further critical investigation of important concepts and topics. An extensive companion website includes even more student and instructor resources, such as interviews with practicing science teachers, articles from the literature, chapter PowerPoint slides, syllabus helpers, additional case studies, activities, and more. Visit http://www.routledge.com/textbooks/9780415965286 to access this additional material. |
| children's ideas in science rosalind driver: Science Curriculum Topic Study Page Keeley, 2005-02-23 ′Without question, this book will be of great value to the profession of science teaching. Given today′s educational landscape of standards and high-stakes testing, curriculum topic study is an essential piece of the puzzle′ - Cary Sneider, Vice President for Educator Programs, Museum of Science, Boston Discover the missing link between science standards, teacher practice, and improved student achievement! Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional, practice has been lacking since the advent of standards-based education reform. Science Curriculum Topic Study provides a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Developed by author Page Keeley of the Maine Mathematics and Science Alliance, the Curriculum Topic Study (CTS) process can help teachers align curriculum, instruction, and assessment with specific, research-based ideas and skills. The CTS process will help teachers: - Improve their understanding of science content - Clarify a hierarchy of content and skills in a learning goal from state or local standards - Define formative and summative assessment goals and strategies - Learn to recognize and address learning difficulties - Increase opportunities for students of all backgrounds to achieve science literacy - Design or utilize instructional materials effectively Containing 147 separate curriculum topic study guides arranged in eleven categories that represent the major domains of science, this book provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices. |
| children's ideas in science rosalind driver: Uncovering Student Ideas in Science: 25 formative assessment probes Page Keeley, 2005 V. 1. Physical science assessment probes -- Life, Earth, and space science assessment probes. |
| children's ideas in science rosalind driver: Modelling Learners and Learning in Science Education Keith S. Taber, 2014-01-02 This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field. This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work. |
| children's ideas in science rosalind driver: Good Practice in Science Teaching: What Research Has to Say Jonathan Osborne, Justin Dillon, 2010-05-16 The book has wide appeal in that the issues investigated - for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment - are relevant and pertinent to science teachers' work in all school systems. Professor David F Treagust, Curtin University of Technology, Australia This new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education. Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching. Thoroughly revised throughout, the new edition includes: Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learning Updates to every chapter, reflecting the changes and developments in science education Further reading sections at the end of each chapter Each chapter has been written by science education researchers with national or international reputations. Each topic is approached in a straight-forward manner and is written in a concise and readable style. This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees. Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb. |
| children's ideas in science rosalind driver: Young People's Images of Science Rosalind Driver, John Leach, Robin Millar, Phil Scott, 1996-01-16 * What ideas about science do school students form as a result of their experiences in and out of school? * How might science teaching in schools develop a more scientifically-literate society? * How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial. In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged 9 to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited. The book concludes by discussing ways in which the school science curriculum could be adapted to better equip students as future citizens in our modern scientific and technological society. It will be particularly relevant to science teachers, advisers and inspectors, teacher educators and curriculum planners. |
| children's ideas in science rosalind driver: Darwin-Inspired Learning Carolyn J. Boulter, Michael J. Reiss, Dawn L. Sanders, 2015-01-19 Charles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin’s life and scientific practice. The ways in which Darwin developed his scientific ideas, and their far reaching effects, continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how individual humans ‘read nature’. Darwin-inspired learning, as proposed in this international collection of essays, is an enquiry-based pedagogy, that takes the professional practice of Charles Darwin as its source. Without seeking to idealise the man, Darwin-inspired learning places importance on: • active learning • hands-on enquiry • critical thinking • creativity • argumentation • interdisciplinarity. In an increasingly urbanised world, first-hand observations of living plants and animals are becoming rarer. Indeed, some commentators suggest that such encounters are under threat and children are living in a time of ‘nature-deficit’. Darwin-inspired learning, with its focus on close observation and hands-on enquiry, seeks to re-engage children and young people with the living world through critical and creative thinking modeled on Darwin’s life and science. |
| children's ideas in science rosalind driver: Raising Boys to Be Good Men Aaron Gouveia, 2020-06-16 If you are the parent of a boy . . . this is the book you need . . . insightful, enlightened, practical. —Peggy Orenstein, New York Times bestselling author of Boys & Sex From the dad who created the viral tweet supporting his son wearing nail polish, this essential parenting guide shares 36 parenting tips for battling gender norms, bringing down man up culture, and helping sons realize their potential. Our boys are in a crisis. Toxic masculinity and tough guy-ism are on display daily from our leaders, and we see anger, dysfunction, violence, and depression in young men who are suffocated by harmful social codes. Our young sons are told to stop throwing like a girl. They hear phrases like “man up” when they cry. They are told “boys will be boys” when they behave badly. The “Girl Power” movement has encouraged women to be whoever and do whatever they want, but that sentiment is not often extended to boys. Just watch the bullying when boys try ballet, paint their fingernails, or play with a doll. But we can treat this problem—and the power lies in the hands of parents. It's not only possible to raise boys who aren't emotionally stifled and shoved into stereotypical gender boxes; it's vital if we want a generation of men who can express their emotions, respect women, and help nurse society back to a halfway healthy place. We can reframe manhood. From Aaron Gouveia, who gained viral fame after tweeting his support for his son’s painted fingernails (and who knows toxic masculinity very well), learn practical and actionable tips such as: Don’t accept different standards for moms and dads Teach boys that “girl” is not an insult and retire phrases like “boys will be boys” Show boys that expressing their emotions and being physical is a good thing Let boys pursue nontraditional interests and hobbies Talk to boys about consent and privilege Model healthy and respectful relationships for boys to emulate Penned with equal parts humor, biting snark, and lived advice, Raising Boys to Be Good Men is the essential parenting guide for raising sons to realize their potential outside the box. |
| children's ideas in science rosalind driver: High-School Biology Today and Tomorrow National Research Council, Division on Earth and Life Studies, Commission on Life Sciences, Committee on High-School Biology Education, 1989-02-01 Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform? |
| children's ideas in science rosalind driver: Discussions in Science Tim Sprod, 2011-11-01 Encourage your students to go beyond learning scientific facts and skills, to an in-depth collaborative inquiry into scientific concepts, the nature of science, the ethical implications of science, and the links between science and their everyday lives. Part 1 of Discussions in Science explains the theoretical basis for the approach used, citing research into teaching for understanding, cognitive acceleration in science education, constructivist pedagogies and the power of classroom discussion. Part 2 presents a wide range of purpose-written stories to read with your class and discuss. In each story, the young protagonists discuss their experiences in science, trying to make sense of their world. They raise scientific conceptual puzzles, methodological concerns and issues relating to science beyond the classroom. Notes, exercises, discussion guides and suggestions for follow-up activities show you how to deepen your teaching of science, and to lead students into a more thorough exploration of scientific concepts, methods and implications. |
| children's ideas in science rosalind driver: Research in Early Childhood Science Education Kathy Cabe Trundle, Mesut Saçkes, 2015-04-15 This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed and methodological and theoretical advances are suggested. |
| children's ideas in science rosalind driver: Science in Action 9 Kirsten Mah, 2002-01-01 |
| children's ideas in science rosalind driver: How Music Works David Byrne, 2017-05-02 NEW YORK TIMES BESTSELLER • David Byrne’s incisive and enthusiastic look at the musical art form, from its very inceptions to the influences that shape it, whether acoustical, economic, social, or technological—now updated with a new chapter on digital curation. “How Music Works is a buoyant hybrid of social history, anthropological survey, autobiography, personal philosophy, and business manual”—The Boston Globe Utilizing his incomparable career and inspired collaborations with Talking Heads, Brian Eno, and many others, David Byrne taps deeply into his lifetime of knowledge to explore the panoptic elements of music, how it shapes the human experience, and reveals the impetus behind how we create, consume, distribute, and enjoy the songs, symphonies, and rhythms that provide the backbeat of life. Byrne’s magnum opus uncovers thrilling realizations about the redemptive liberation that music brings us all. |
| children's ideas in science rosalind driver: Inquiry Strategies for Science and Mathematics Learning Denise Jarrett, 1997 |
| children's ideas in science rosalind driver: Effective Learning in Science Keith Bishop, Paul Denley, 1997-01-01 This work looks at planning for effective learning within science and offers suggestions on how effective learning can be supported in the classroom. It encourages discussion about the aims and purposes in teaching science and the role of subject knowledge in effective teaching. |
| children's ideas in science rosalind driver: Teaching STEM in the Secondary School Frank Banks, David Barlex, 2020-12-30 This book looks at the purpose and pedagogy of STEM teaching and explores the ways in which STEM subjects can interact in the curriculum to enhance student understanding, achievement and motivation. By reaching outside their own classroom, teachers can collaborate across STEM subjects to enrich learning and help students relate school science, technology and maths to the wider world. Packed with ideas and practical details for teachers of STEM subjects, the new revised edition of this book: ■ considers what the STEM subjects contribute separately to the curriculum and how they relate to each other in the wider education of secondary school students; ■ describes and evaluates different curriculum models for STEM; ■ suggests ways in which a critical approach to the pedagogy of the classroom, laboratory and workshop can support and encourage all pupils to engage fully in STEM; ■ addresses the practicalities of introducing, organising and sustaining STEM-related activities in the secondary school; ■ looks to ways schools can manage and sustain STEM approaches in the long-term. This new revised edition is essential reading for trainee and practising teachers, those engaged in further professional development and all who wish to make the learning of science, technology, engineering and mathematics an interesting, motivating and exciting experience for their students. |
| children's ideas in science rosalind driver: Constructivism in Science Education Michael R. Matthews, 1998-02-28 Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. |
| children's ideas in science rosalind driver: Uncovering Student Ideas in Primary Science, Volume 1 Page D. Keeley, 2013-09-15 2014 Winner of the Distinguished Achievement Award from PreK-12 Learning Group, Association of American Publishers! What ideas do young children bring to their science learning, and how does their thinking change as they engage in “science talk”? Find out using the 25 field-tested probes in the newest volume of Page Keeley’s bestselling Uncovering Student Ideas in Science series, the first targeted to grades K–2. This teacher-friendly book is: • Tailored to your needs. The content is geared specifically for the primary grades, with an emphasis on simple vocabulary as well as drawing and speaking (instead of writing). The format of the student pages uses minimal text and includes visual representations of familiar objects, phenomena, or ideas. • Focused on making your lessons more effective. The assessment probes engage youngsters and encourage “science talk” while letting you identify students’ preconceptions before beginning a lesson or monitor their progress as they develop new scientific explanations. • Applicable to a range of science concepts. This volume offers 8 life science probes, 11 physical science probes, and 6 Earth and space science probes that target K–2 disciplinary core ideas. • Ready to use. The book provides grade-appropriate reproducible pages for your students and detailed teacher notes for you, including clear and concise explanations, relevant research, suggestions for instruction, and connections to national standards. Uncovering Student Ideas in Primary Science is an invaluable resource for classroom and preservice teachers and professional development providers. This age-appropriate book will help you teach more effectively by starting with students’ ideas and adapting instruction to support conceptual change. |
| children's ideas in science rosalind driver: Thinking Constructively About Science, Technology, and Society Education Dennis W. Cheek, 1992-07-01 This book defines STS—science, technology, and society—education and discusses current thinking about its conceptual evolution. It synthesizes a broad range of research and thought in the history and philosophy of science and technology, STS studies, and education as they are informed by the the dual perspectives of cognitive and social psychology. A model for STS curriculum development in science, social studies, or technology education is presented with well-chosen examples. The book includes an extensive and invaluable bibliography that will enable students, teachers, and researchers to explore the richness of this emerging field. |
| children's ideas in science rosalind driver: Behind the Classroom Door John I. Goodlad, M. Frances Klein, 1970 |
| children's ideas in science rosalind driver: Reconsidering Science Learning Patricia Murphy, Eileen Scanlon, Jeff Thomas, Elizabeth Whitelegg, 2003-12-16 This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education. This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer. Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education. |
| children's ideas in science rosalind driver: Nature of Science for Social Justice Hagop A. Yacoubian, Lena Hansson, 2020-09-08 This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice. Chapter “Nature of Science for Social Justice: Why, What and How?” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com |
| children's ideas in science rosalind driver: The Teaching of Science in Primary Schools Wynne Harlen, 2000 Presenting an up-to-date discussion of the many aspects of teaching primary science, this best-selling book contains a strong focus on constructivist learning and the role of social interaction in learning. |
| children's ideas in science rosalind driver: Dialogue on Early Childhood Science, Mathematics, and Technology Education , 1999 Educators, scholars, and researchers in the United States convened at the Forum on Early Childhood Science, Mathematics, and Technology Education to discuss how, when, and even if science, mathematics, and technology should be taught to pre-kindergarten children. The product of that forum, this book summarizes some of the latest thinking about early childhood science, mathematics, and technology education. Articles are organized into sections covering perspectives; learning context; first experiences in science, mathematics, and technology; and fostering high-quality programs. The articles are as follows: (1) Early Childhood Education in Science, Mathematics, and Technology: An NSTA Perspective (Fred Johnson--National Science Teachers Association); (2) Toward a Research Agenda in Early Childhood Science, Mathematics, and Technology Education (Alverna M. Champion--National Science Foundation); (3) Making Sense of the World (Shirley Malcom--American Association for the Advancement of Science); (4) The Forum on Early Childhood Science, Mathematics, and Technology Education (Jacqueline R. Johnson--Grand Valley State University, Allendale, Michigan); (5) The State of Early Childhood Programs in America; Challenges for the New Millenium (Barbara Day and Tracie Yarbrough--The University of North Carolina-Chapel Hill; (6) Policy Implications for Math, Science, and Technology in Early Childhood Education (Barbara T. Bowman--Erikson Institute); (7) Concept Development in Preschool Children (Susan A. Gelman--University of Michigan-Ann Arbor); (8) Educating Young Children in Math, Science, and Technology (David Elkind--Tufts University, Medford, Massachusetts); (9) Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills (Karen K. Lind--University of Louisville, Kentucky); (10) Early Childhood Mathematics (Susan Sperry Smith--Cardinal Stritch University, Milwaukee, Wisconsin); (11) Young Children and Technology (Douglas Clements--SUNY-Buffalo, New York); (12) Science Assessment in Early Childhood Programs (Edward Chittenden and Jacqueline Jones--Educational Testing Service); (13) Preparing Teachers of Young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science (Juanita V. Copley and Yolanda Padron--University of Houston, Texas); (14) Partnerships among Families, Early Childhood Educators, and Communities To Promote Early Learning in Science, Mathematics, and Technology (Heather B. Weiss--Harvard Family Research Project); and (15) Playing Fair and Square: Issues of Equity in Preschool Mathematics, Science, and Technology (Rebecca S. New--University of New Hampshire). Each article contains references. The book concludes with lists of selected resources and of the forum attendees. (HTH) |
| children's ideas in science rosalind driver: Making Sense of Secondary Science Rosalind Driver, 1994 When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas contribute to subsequent learning and research has shown that teaching is unlikely to be effective unless it takes learners' perspectives into account--Page 4 of cover. |
| children's ideas in science rosalind driver: On Becoming a Teacher Edmund M. Kearney, 2013 Students deserve great teachers and learning to become a great teacher is a lifelong journey. On Becoming a Teacher guides both the new and experienced teacher through the exhilarating process of learning to educate students in a way that makes a lasting impact on their lives. |
| children's ideas in science rosalind driver: The Trouble with Good Ideas Amanda Panitch, 2022-08-09 A hilarious middle-grade novel with a magical realism twist about a girl, a golem, and her ailing grandfather-- |
| children's ideas in science rosalind driver: Science Learning, Science Teaching Jerry Wellington, Gren Ireson, 2012-12-06 First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company. |
| children's ideas in science rosalind driver: Defining an Identity P.J. Fensham, 2012-12-06 Research in science education is now an international activity. This book asks for the first time, Does this research activity have an identity? -It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provide evidence for an identity as a distinctive field of research. -It considers trends in the research over time, and looks particularly at what progression in the research entails. -It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person. -It addresses the relation between research and practice in a manner that sees teaching and learning in the science classroom as interdependent with national policies and curriculum traditions about science. It gives graduate students and other early researchers an unusual overview of their research area as a whole. Established researchers will be interested in, and challenged by, the identity the author ascribes to the research and by the plea he makes for the science content itself to be seen as problematic. |
| children's ideas in science rosalind driver: Assessment-Centered Teaching Kathryn DiRanna, Ellen Osmundson, Jo Topps, Lynn Barakos, Maryl Gearhart, Karen Cerwin, Diane Carnahan, Craig Strang, 2008-02-25 The authors provide teachers and staff developers with a research-based process for establishing quality instructional goals and implementing ongoing formative assessment to help students reach learning goals. |
| children's ideas in science rosalind driver: The Primary Science and Technology Encyclopedia Christopher Collier, Dan Davies, Alan Howe, Kendra McMahon, 2010-12-13 The book provides clear descriptions, definitions and explanations of difficult scientific concepts, carefully chosen to reflect the needs of those involved in primary science education. |
| children's ideas in science rosalind driver: Teaching and Learning Secondary Science Jerry Wellington, Gren Ireson, 2002-01-31 A comprehensive and critical guide for new and experienced teachers on the teaching and learning of science. It combines an overview of current research with an account of curriculum changes to provide a valuable and practical guide to the business of classroom teaching. |
| children's ideas in science rosalind driver: Routledge Library Editions: Education Mini-Set O Teaching and Learning 14 vols Various, 2021-12-02 Originally published between 1973 and 1993 the 14 books in this set discuss a number of themes such as: policy, practice and evaluation in schools; dealing with disruptive behaviour; issues regarding the teaching of arts and sciences; ethnographic studies of life in primary and secondary schools and critical events in teaching and learning. |
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Guideline on management of pneumonia and diarrhoea in children up to 10 years of age Pneumonia and diarrhoea account for 23% of under-five mortality and were responsible for an estimated 1.17 …
Deworming in children - World Health Organization (WHO)
Aug 9, 2023 · Preventive chemotherapy (deworming), using annual or biannual a single-dose albendazole (400 mg) or mebendazole (500 mg) b is recommended as a public health …
Malnutrition in children - World Health Organization (WHO)
Stunting - Children who suffer from growth retardation as a result of poor diets or recurrent infections tend to be at greater risk for illness and death. Stunting is the result of long-term …
Children's environmental health - World Health Organization (WHO)
Jun 15, 2021 · Children's health problems often result from exposure to a number of environmental risk factors in the places where they live, work, play and learn. Only through adopting a holistic …
BMI-for-age (5-19 years) - World Health Organization (WHO)
Interpretation of cut-offs. Overweight: >+1SD (equivalent to BMI 25 kg/m2 at 19 years) Obesity: >+2SD (equivalent to BMI 30 kg/m2 at 19 years)
r/Children - Reddit
Children are amazing and valuable persons! r/children is a place for parents, families, and all people to discuss and celebrate everything childhood-related! Content includes: Activities for children, …
Guideline on management of pneumonia and diarrhoea in children …
Dec 31, 2024 · Pneumonia and diarrhoea account for 23% of under-five mortality and were responsible for an estimated 1.17 million deaths in children under five globally. Furthermore, …
Violence against children - World Health Organization (WHO)
Nov 29, 2022 · Violence against children includes all forms of violence against people under 18 years old, whether perpetrated by parents or other caregivers, peers, romantic partners, or …
Child health
May 12, 2025 · Child health, growth and development are inseparable. In 2016, at least 250 million children were not able to reach their full physical or psychological development. This …
Child mortality (under 5 years) - World Health Organization (WHO)
Jan 28, 2022 · Malnourished children, particularly those with severe acute malnutrition, have a higher risk of death from common childhood illness such as diarrhoea, pneumonia and …
Child Health and Development - World Health Organization (WHO)
Guideline on management of pneumonia and diarrhoea in children up to 10 years of age Pneumonia and diarrhoea account for 23% of under-five mortality and were responsible for an …
Deworming in children - World Health Organization (WHO)
Aug 9, 2023 · Preventive chemotherapy (deworming), using annual or biannual a single-dose albendazole (400 mg) or mebendazole (500 mg) b is recommended as a public health …
Malnutrition in children - World Health Organization (WHO)
Stunting - Children who suffer from growth retardation as a result of poor diets or recurrent infections tend to be at greater risk for illness and death. Stunting is the result of long-term …
Children's environmental health - World Health Organization (WHO)
Jun 15, 2021 · Children's health problems often result from exposure to a number of environmental risk factors in the places where they live, work, play and learn. Only through …
BMI-for-age (5-19 years) - World Health Organization (WHO)
Interpretation of cut-offs. Overweight: >+1SD (equivalent to BMI 25 kg/m2 at 19 years) Obesity: >+2SD (equivalent to BMI 30 kg/m2 at 19 years)
r/Children - Reddit
Children are amazing and valuable persons! r/children is a place for parents, families, and all people to discuss and celebrate everything childhood-related! Content includes: Activities for …
Guideline on management of pneumonia and diarrhoea in …
Dec 31, 2024 · Pneumonia and diarrhoea account for 23% of under-five mortality and were responsible for an estimated 1.17 million deaths in children under five globally. Furthermore, …
Violence against children - World Health Organization (WHO)
Nov 29, 2022 · Violence against children includes all forms of violence against people under 18 years old, whether perpetrated by parents or other caregivers, peers, romantic partners, or …
