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The Chronology of Course Design Book Chapter
Book Chapter
The Chronology of Course Design
By: Bonnie S. Wood
Grade Level: College
Although the unpredictability of leading a lecture-free class may be unsettling at first, the author encourages you to embrace the energy that accompanies this pedagogy. Flexibility and responsiveness to what happens during each class meeting with each unique group of students are the keys to the success of her methods. This free selection describes the author’s 13 steps for course design, which can be adapted to teaching in a wide range of disciplines...  [view full summary]
Although the unpredictability of leading a lecture-free class may be unsettling at first, the author encourages you to embrace the energy that accompanies this pedagogy. Flexibility and responsiveness to what happens during each class meeting with each unique group of students are the keys to the success of her methods. This free selection describes the author’s 13 steps for course design, which can be adapted to teaching in a wide range of disciplines and grades. Also included are the Table of Contents and Index.
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Overcoming Challenges and Succeeding in PISA Science 2006 Book Chapter
Book Chapter
Overcoming Challenges and Succeeding in PISA Science 2006
By: Robert Laurie
Edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
Despite the absence of a national science curriculum and the inevitable differences in science curriculum across Canada, Canadian students ranked third in the world on the PISA 2006 science assessment. This chapter presents three possible explanations for these results.
Despite the absence of a national science curriculum and the inevitable differences in science curriculum across Canada, Canadian students ranked third in the world on the PISA 2006 science assessment. This chapter presents three possible explanations for these results.
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Member Price: $2.79      Nonmember Price: $3.49
What Lies Behind Finnish Students' Success in PISA Science? Book Chapter
Book Chapter
What Lies Behind Finnish Students' Success in PISA Science?
By: Merike Kesler and Jari Lavonen
Edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
Finnish students' performance in the PISA scientific literacy assessment has been excellent, and even improved between the three-year cycles of PISA measurements. It is not easy to explain the good results, but this chapter focuses on several factors that support science teaching and learning in Finland and thus also have an influence on the excellent PISA results
Finnish students' performance in the PISA scientific literacy assessment has been excellent, and even improved between the three-year cycles of PISA measurements. It is not easy to explain the good results, but this chapter focuses on several factors that support science teaching and learning in Finland and thus also have an influence on the excellent PISA results
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Introduction Book Chapter
Book Chapter
Introduction
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
In this chapter, the authors introduce themselves, discuss their previous and current collaboration, and describe the separate roles that each assumed in the research project. They also outline the layout of the rest of the book.
In this chapter, the authors introduce themselves, discuss their previous and current collaboration, and describe the separate roles that each assumed in the research project. They also outline the layout of the rest of the book.
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Member Price: $2.79      Nonmember Price: $3.49
WCI Project 2—CanCo  Book Chapter
Book Chapter
WCI Project 2—CanCo
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
At this point, the class is still in the very beginning stages of reaching the goal of becoming an independent community of scientists. The focus of this chapter is on discussing the CanCo WCI Project implemented during days 3, 4, and 5 of Unit II. The chapter begins with a description of the first two days of this unit to provide background on the students' experiences before beginning the CanCo WCI Project. This chapter's project will be the first...  [view full summary]
At this point, the class is still in the very beginning stages of reaching the goal of becoming an independent community of scientists. The focus of this chapter is on discussing the CanCo WCI Project implemented during days 3, 4, and 5 of Unit II. The chapter begins with a description of the first two days of this unit to provide background on the students' experiences before beginning the CanCo WCI Project. This chapter's project will be the first opportunity for the class to use the scaffolding described in the project in Chapter 2.
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WCI Assessments Book Chapter
Book Chapter
WCI Assessments
By: Dennis Smithenry and Joan Gallagher-Bolos
Grade Level: High School
In this chapter, the authors discuss another extremely important facet of the curriculum—WCI assessments (Gallagher-Bolos and Smithenry 2008). At the end of each unit, a two-part test is administered—a 45- to 60-minute individual, traditional test and then the class is given 30-45 minutes to complete a WCI assessment. This assessment is a test that the entire class works on together. Although only one answer sheet will be turned in, it is expected...  [view full summary]
In this chapter, the authors discuss another extremely important facet of the curriculum—WCI assessments (Gallagher-Bolos and Smithenry 2008). At the end of each unit, a two-part test is administered—a 45- to 60-minute individual, traditional test and then the class is given 30-45 minutes to complete a WCI assessment. This assessment is a test that the entire class works on together. Although only one answer sheet will be turned in, it is expected that the entire class contributed somehow to the responses.
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WCI Project 1—Chemistry Concoctions Book Chapter
Book Chapter
WCI Project 1—Chemistry Concoctions
By: Dennis W. Smithenry and Joan Gallagher-Bolos
Grade Level: High School
The WCI Project—Chemistry Concoctions—is the students’ first experience going through the entire process of implementing a true experiment. As always, there are multiple layers to this lesson plan. The students concentrate on the science involved in the chemical reaction between baking soda and vinegar, how to best change the parameters involved with this reaction, and the apparatus used in lab. The focus is on their ability to work constructively...  [view full summary]
The WCI Project—Chemistry Concoctions—is the students’ first experience going through the entire process of implementing a true experiment. As always, there are multiple layers to this lesson plan. The students concentrate on the science involved in the chemical reaction between baking soda and vinegar, how to best change the parameters involved with this reaction, and the apparatus used in lab. The focus is on their ability to work constructively in their small groups to share data and rely on one another, in essence, to behave as a community of professional scientists would. Setting up the project correctly is imperative because correct setup will dictate whether students take ownership of the challenge and care about the results. Depending on and supporting one another then surface as necessities within our scientific community. This free selection includes the Table of Contents, Foreword, and Index.
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What Scientific Knowledge Remains When the Rest is Forgotten? Book Chapter
Book Chapter
What Scientific Knowledge Remains When the Rest is Forgotten?
By: Ewa Bartnik and Barbara Ostrowska
Edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
The PISA 2006 definition of scientific literacy encompasses three competencies—identifying scientific issues, explaining phenomena scientifically, and using scientific evidence. The results for scientific literacy show clearly that some countries have more problems with knowledge about science whereas others have more difficulty with knowledge of science. This chapter features a comparison of four countries dealing with...  [view full summary]
The PISA 2006 definition of scientific literacy encompasses three competencies—identifying scientific issues, explaining phenomena scientifically, and using scientific evidence. The results for scientific literacy show clearly that some countries have more problems with knowledge about science whereas others have more difficulty with knowledge of science. This chapter features a comparison of four countries dealing with knowledge about science.
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Member Price: $2.79      Nonmember Price: $3.49
Scientific Literacy: Implications of PISA Science 2006 for Teachers and Teaching Book Chapter
Book Chapter
Scientific Literacy: Implications of PISA Science 2006 for Teachers and Teaching
By: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
In the first part of this chapter, the authors briefly review the notion of scientific literacy, emphasize its central focus in the PISA 2006 survey, highlight the overall test performance of countries and students, and make some observations about the results for policy makers and science educators. In the second part of the chapter, recommendations are put forward for improving the teaching of scientific literacy using a framework that transcends...  [view full summary]
In the first part of this chapter, the authors briefly review the notion of scientific literacy, emphasize its central focus in the PISA 2006 survey, highlight the overall test performance of countries and students, and make some observations about the results for policy makers and science educators. In the second part of the chapter, recommendations are put forward for improving the teaching of scientific literacy using a framework that transcends the different layers of educational systems by covering purposes, policies, programs, and practices.
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Member Price: $2.79      Nonmember Price: $3.49
Assessing PISA 2006 Scientific Competencies Book Chapter
Book Chapter
Assessing PISA 2006 Scientific Competencies
By: Marietta Bloch and Robert Laurie
Edited by: Rodger W. Bybee and Barry J. McCrae
Grade Level: College, Elementary School, High School, Middle School
This chapter begins by considering what is meant by scientific literacy and how the PISA 2006 scientific competencies encompass basic components of scientific literacy. Then it describes some examples of how these competencies are assessed in PISA 2006 and how they can be used in classroom assessment. The chapter concludes with some recommendations on how teachers can use PISA 2006 scientific competencies to foster the development of knowledge, skills,...  [view full summary]
This chapter begins by considering what is meant by scientific literacy and how the PISA 2006 scientific competencies encompass basic components of scientific literacy. Then it describes some examples of how these competencies are assessed in PISA 2006 and how they can be used in classroom assessment. The chapter concludes with some recommendations on how teachers can use PISA 2006 scientific competencies to foster the development of knowledge, skills, and attitudes that, when considered together, provide some insight into their students' scientific literacy.
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Member Price: $2.79      Nonmember Price: $3.49
Results: 1 - 10 of 2023 1 2 3 4 5 6 7 8 9 ... 203 Next