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Science Curriculum Topic Study |
Thanks to All for a Great Day!
Becoming an accomplished science teacher not only requires an understanding of science content but also a familiarity with science standards and research on student learning that improves teachers' content and pedagogical knowledge. This short course will introduce teachers, preservice educators, and professional developers to a set of tools and processes, funded by NSF, that systematically uses national standards, research on student learning, and content readings to improve and deepen understanding of content knowledge, standards, and research-based curriculum, instruction, and assessment. The Curriculum Topic Study (CTS) process addresses adult science literacy, instructional implications, specific concepts and ideas within the standards, research on student learning, connections among ideas, and a link back to individual state standards and curriculum materials.
The CTS book is being co-published by NSTA. The book provides a set of tools and strategies for using the 147 different science topic guides arranged in 11 categories that represent the major domains of science. The CTS guides enable users to collectively or individually use resources such as Science for All Americans, Science Matters, Benchmarks for Science Literacy, National Science Education Standards, Atlas of Science Literacy, state and local standards, and supplementary resources available on a CTS website. This first book, called the "missing link" for implementing standards at the classroom level, provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices.
Participants will experience a sample CTS and examine examples of student work that illuminate the findings from this CTS. Instructors will model the use of the process by an individual teacher or in a variety of professional development contexts. Participants will learn how they can participate in further professional development opportunities supported by funding from this National Science Foundation Grant.
For more information contact symposia@nsta.org
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Underwritten in part by NSTA Press |