Author: Joseph Krajcik,Charlene M. Czerniak,Joseph S. Krajcik
Publisher: Routledge; 3 edition (September 11, 2007)
Category: Schools & Teaching
Size Fb2: 1994 kb
Size ePub: 1409 kb
Size Djvu: 1702 kb
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By Joseph S. Krajcik, Charlene M. Czerniak
By Joseph S. Czerniak.
It does takes time to read the book and to develop and implement a project-based approach but the old saying, "Good things take time" is absolutely true. Using this book as a guide to develop your teaching style and strategies will assist you in becoming an expert teacher.
The mission of Teaching Science in Elementary and Middle School: A. .This text is appropriate for anyone interested in teaching elementary or middle school science using an inquiry-oriented, problem-based framework.
The mission of Teaching Science in Elementary and Middle School: A Project-Based Approach, 3e is to help answer this need.
The book presents exciting science teaching method as project based science and give descriptive and explanatory information in all the chapters of the book. This teaching approach engages all young learners regardless of culture, race, org ender in exploring important and meaningful questions through a process of investigation and collaboration. As you probably noted from the title, this book aims changing the way we think about science and science teaching different from what we have experienced. More important, the basic aim is to change the way students' learning science
Each chapter has several Portfolio Activity boxes that provide active learning experiences or reflections for the student. Lists with This Book. This book is not yet featured on Listopia.
Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards
Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K 12 Science Education" textboxes.
Joseph S. Krajcik (Author), Joseph Krajcik (Author), Charlene M. Czerniak (Author) & 0 more. ISBN-13: 978-0805862065.
KEYWORDS: Frogs, Inquiry, Project-Based Learning, Science, Unit. Guidelines are provided for creating a project-based learning unit
KEYWORDS: Frogs, Inquiry, Project-Based Learning, Science, Unit. JOURNAL NAME: Open Journal of Social Sciences, Vo. N. 1, November 14, 2019. Guidelines are provided for creating a project-based learning unit. An inquiry into frogs is used as an example to develop a unit that can be implemented in a third-grade classroom
By Joseph S. Krajcik and Charlene M. While many students are coming home from school and asking their parents these questions as they try to complete assignments for science class, these types of projects are not examples of project-based science (PBS).
By Joseph S. They design and collaborate on investigations, often using technology to collect and analyze data. Finally, they create products that address their questions.
Each chapter has several Portfolio Activity boxes that provide active learning experiences or reflections for the student.
The need for a scientifically literate population that can apply scientific ideas to solve real world problems in the 21st century has never been greater. Yet a growing disconnect exists between this need and the educational capacity to prepare them. The mission of Teaching Science in Elementary and Middle School: A Project-Based Approach, 3e is to help answer this need. Like its predecessors, this new edition is organized around the guiding principles of problem-based learning: long-term, interdisciplinary, student-centered lessons that are relevant to real-world issues and activities. This teaching approach engages all young learners―regardless of culture, race, or gender―in exploring important and meaningful questions through a process of investigation and collaboration. Throughout this dynamic process, students ask questions, make predictions, design investigations, collect and analyze data, make products, and share ideas. Changes in this new edition include the following…
Stronger, more explicit connections between PBS, inquiry teaching and the National Science Education Standards (NSES).
The theme of establishing the relevance of science to students’ lives has been expanded. It now includes attention to discrepant events, anchoring events, and experiencing phenomena in addition to its previous focus on driving questions.
To help children understand that science is about explaining phenomena, a new chapter, Making Sense of Data, now follows the one on Designing and Carrying Out Investigations. It contains a section on helping children create evidence-based scientific explanations.
A new section on the challenges of special needs and gifted students.
Thediscussion of technology in science teaching have been expanded to include such new devices as wireless handhelds, cameras, cell phones, wikis and ipods.
The introductory scenarios have been reworked to insure greater relevance to elementary science teaching.
An accompanying Web site will offer test items and strategies to support students in problem-solving and in planning and carrying-out investigations.
This text is appropriate for anyone interested in teaching elementary or middle school science using an inquiry-oriented, problem-based framework.