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What Successful Science Teachers Do: 75 Research-Based Strategies.
The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher's treasure trove. This latest edition to the popular What Successful Teachers Do series describes 75 research-based strategies and outlines best practices for inquiry-oriented science. Eac...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
[Place of publication not identified] :
Corwin, A SAGE Publications Company,
2010.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 1 | 0 | |a What Successful Science Teachers Do: 75 Research-Based Strategies. |
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| 520 | |a The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher's treasure trove. This latest edition to the popular What Successful Teachers Do series describes 75 research-based strategies and outlines best practices for inquiry-oriented science. Each strategy includes a brief description of the supporting research, classroom applications, pitfalls to avoid, and source citations for additional learning. Teachers of students in Grades k-12 will find a host of novel ways to engage children's natural curiosity, concern, and creativity in science learning. Highlights include how to: (1) Promote collaborative learning; (2) Use formative assessment to engage students in content and instruction; (3) Develop culturally responsive practices that invite contributions from diverse students; (4) Build students' scientific literacy and reasoning skills; and (5) Incorporate students' Internet skills into their studies. This book is divided into four parts. Part I, General Science Instruction, includes: (1) Encourage Students to Become More Involved and Interested in Science; (2) Guide Students to Engage in Science-Appropriate Discourse; (3) Utilize Graphic Organizers in Your Classroom; (4) Increase Depth of Coverage to Improve Student Learning; (5) Foster Self-Efficacy and Motivation in Your Students; (6) Challenge Your Students With Different Levels of Questioning; (7) Try Using the 5e Instructional Model; (8) Support Your Students to Engage Effectively in Disciplinary Argumentation; (9) Utilize Mind Mapping to Improve Student Achievement; (10) Test Students' Ideas to Facilitate Reasoning Skills; (11) Create an Emotionally Positive Science Classroom Environment; (12) Engage Students Who Have a History of Poor School Achievement; and (13) Include Students With Special Needs in Student-Centered Instruction. Part ii, Scientific Inquiry and Laboratory Experience, includes: (1) Engage Your Students in Inquiry-Based Science; (2) Teach Model-Based Inquiry Over the Scientific Method; (3) Use Problem-Based Learning to Introduce Students to Inquiry-Based Science; (4) Implement Inquiry-Based Instruction in Low-Track Classes; (5) Attain Educational Goals Through Laboratory Experiences; (6) Convert Traditional Labs to Inquiry-Based Activities; and (7) Align the Goals of Dissection to the Curriculum. Part iii, Collaborative Teaching and Learning, includes: (1) Fine-Tune Collaborative Student Relationships With the Socratic Seminar; (2) Teach Your Students Collaborative Strategies and Skills; (3) Utilize Formal Cooperative Learning Methods in the Classroom; (4) Introduce Students to Constructive, Cooperative, and Academic Controversy; and (5) Communicate Beyond the Classroom by Using Electronic Pen Pals. Part iv, Utilizing Technology for the Classroom and Professional Development, includes: (1) Add Technological Tools to Your Students' Learning; (2) Put Your Students' Internet Skills to Use in the Classroom; (3) Use Technology to Accommodate Students' Different Learning Styles; (4) Give Students Opportunities to Use Media Production for Classwork; (5) Incorporate Mobile Technology into Student Assignments; and (6) Model Inquiry With Students Using Limited Resources. Foreword (Page Keeley), Preface, Acknowledgments, About the Authors and Introduction are also included. | ||
| 521 | |a Elementary Secondary Education. | ||
| 546 | |a English. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About the Authors -- Introduction -- Chapter 1 -- General Science Instruction -- Chapter 2 -- Scientific Inquiry and Laboratory Experience -- Chapter 3 -- Collaborative Teaching and Learning -- Chapter 4 -- Utilizing Technology for the Classroom and Professional Development -- Chapter 5 -- Science Assessment -- Chapter 6 -- Culturally Responsive Teaching and Learning -- Chapter 7 -- The Complex Nature of the Gender Gap in Science -- Chapter 8 -- Science and Literacy | |
| 505 | 8 | |a ""Chapter 9 -- Families and Science Instruction""""Index"" | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Science teachers |x Training of |z United States. | |
| 650 | 0 | |a Science |x Study and teaching |z United States. | |
| 650 | 0 | |a Inquiry-based learning |z United States. | |
| 650 | 6 | |a Professeurs de sciences |x Formation |z États-Unis. | |
| 650 | 6 | |a Apprentissage basé sur l'enquête |z États-Unis. | |
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