Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices
Language: English
Published by NSTA Press, 2017
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
£ 69.43
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Add to basketItem description from seller
nach der Bestellung gedruckt Neuware - Printed after ordering - When it's time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K-12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what's different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education 2. What do the eight practices look like in the classroom 3. How can educators engage students in practices to bring the NGSS to life Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K-12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework's initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge-not just receive and repeat information-this book is for you. …
Seller Inventory # 9781938946042
- Title
- Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices
- Author
- Cynthia M. Passmore
- Publisher
- NSTA Press
- Publication year
- 2017
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 1938946049
- ISBN 13
- 9781938946042
- Item weight
- 1,417 grams
- Dimensions
- 276x213x25 mm
"Synopsis" may belong to another edition of this title.
About the Author
Cynthia M. Passmore is a Professor at the University of California, Davis, within the School of Education. Her research focuses on science education, particularly secondary education and curriculum development. She holds a Ph.D. in Curriculum and Instruction from the University of Wisconsin, Madison, obtained in 2002. Passmore's work emphasizes model-based reasoning and epistemic agency in the science classroom, with an aim to enhance student understanding and engagement in scientific practices. Her scholarly contributions include numerous articles in peer-reviewed journals, book chapters, and conference presentations centered around innovative instructional strategies that align with the Next Generation Science Standards (NGSS). With extensive experience in professional development for K-12 educators, Passmore is dedicated to advancing science education through research and collaboration with educational institutions. Her role as the Principal Investigator for major research grants showcases her commitment to improving educational resources and practices in science instruction.
Brian J. Reiser is professor of learning sciences at Northwestern University. Dr. Reiser’s research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Reiser co-led the development of IQWST (Investigating and Questioning our World through Science and Technology), a three-year middle school curriculum that supports students in science practices to develop disciplinary core ideas. Reiser is a member of the National Research Council’s Board on Science Education. He has served on the NRC committees authoring the reports A Framework for K-12 Science Education (which guided the development of the Next Generation Science Standards), Developing Assessments for the Next Generation Science Standards, and Guide to Implementing the Next Generation Science Standards. Dr. Reiser has also worked with Achieve on tools to support implementation of NGSS. Dr. Reiser is currently collaborating with several state initiatives to design and provide professional development and to develop curriculum materials for K-12 teachers to support them in realizing the reforms in NGSS in their classrooms. Dr. Reiser earned his Ph.D. in cognitive science from Yale University.
"About the title" may belong to another edition of this title.
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