Launching Learners in Science, PreK-5
Purchase
Description
"Expertly describes how educators can plan a science curriculum that facilitates primary students' understanding, skills, and development in science, preparing them for careers requiring any level of scientific knowledge and giving them science literacy to make decisions that benefit society and the world."
—Robert D. Sweetland, Professor, Wayne State College
Design science instruction that helps develop enthusiastic young minds while meeting national standards!
Teaching science means doing science and involves three elements: knowing content, knowing children, and teachers knowing themselves as teachers and learners. Kerry C. Williams and George E. Veomett describe principles and requirements that reflect National Science Education Standards for the active learning of science. They identify key ingredients for primary students and their development as young scientists.
This resource is linked to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky. Teachers inexperienced in science will discover new ways to think about science while they develop lessons that are rich, fun, and authentic for themselves and their students.
All educators will find examples, questions, stories, and thought-provoking ideas to give students a strong start in science achievement, plus:
- Six key elements to build into science instruction: observing, representing, organizing, patterning and questioning, experimenting, and sharing
- How-to's for incorporating inquiry, workshops, centers, and projects in primary and elementary classrooms
- A four-step system—choice, planning, doing, reviewing—that helps promote learning in science and across all subjects
Launching Learners in Science, PreK–5 helps educators teach science in a way that will expand their own confidence and let them make a lasting difference in children's lives!
Contents
Preface
Preface
Acknowledgements
Acknowledgements
About the Authors
About the Authors
Part I. Welcome to 'Launching Learners in Science'
- 1. Origin of 'Launching Learners in Science'
- Knowing Science
- Knowing Children and How They Learn
- Knowing Structures That Facilitate Learning and Teaching Science
- Changing Emphases
- Outline of the NSES Science Content Standards
- I. Unifying Concepts and Processes
- IIA. Science as Inquiry
- IIIB. Physical Science Content Standards
- IIIC. Life Science Standards
- IVD. Earth and Space Science
- VE. Science and Technology
- VIF. Science in Personal and Social Perspective
- Conversation Starters
- 2. The Nature of Science
- What Is the Nature of Science?
- Science as a Body of Knowledge
- Sciences as Process
- Elements of the Scientific Process
- A Historical Example
- Science as Process in Elementary School
- Reviewing the Nature of Science in Elementary Education
- Conversation Starters
- 3. Prior Beliefs, Efficacy, and Teaching Science
- Influence of Experiences and Beliefs on Practice
- Efficacy
- Reflecting on the Walls of Teaching Science
- Getting Around the Walls
- Wall #1: I Do Not Know Enough Science Content
- Wall #2: Students Need to Know the "Right Answers"
- Wall #3: I Don't Have Time to Teach Science
- all #4: Active Science Lessons Disrupt My Classroom Management
- Reflecting on Your Own Science Walls
- Conversations Starters
Part II. Construction Ahead! Influences on Learning
- 4. Maturation and Learning
- Constructing Knowledge
- Piaget: The Interaction of Maturation and Experience
- Assimilation and Accommodation
- Equilibrium / Disequilibrium
- Stages of Cogitive Development
- Conversation Starters
- 5. Social Interaction and Learning
- Vygotsky and Social Interaction
- Language
- Culture
- The Teacher's Role: Personal Educator
- Optimum Learning: The Zone of Proximal Development
- Identifying Students' Zones of Proximal Development
- Scaffolding: Stretching Without Pulling
- The Right Amount of Interaction
- The Controlling Guide
- The Dispassionate Guide
- The Effective Guide
- Social Interaction With Peers
- Conversation Starters
- 6. Active Learning
- Active Learning: Hands-On, Minds-On
- The Emotional Side of Active Learning
- The Ingredients for Active Learning
- Materials
- Manipulation
- Choice
- Language
- Adult Support
- Conversation Starters
Part III. Classroom Experiences
- 7. Key Science Experiences
- The Key Science Experiences
- A Wheel of Key Science Experiences
- Observing
- Representing
- Organizing
- Detecting Patterns and Questioning
- Experimenting
- Sharing
- Putting It All together
- The Key Science Experiences and Maturation
- Scaffolding for the Teacher
- Conversation Starters
- 8. Thinking Routines
- Getting "In To" the Learning in the Classroom
- Staying Active in the Learning
- Going Deeper Within the Learning
- Why Use Thinking Routines?
- Maturation and Thinking Routines
- Scaffolding Within Thinking Routines
- Scaffolding With Language
- Scaffolding With Tools
- Scaffolding With the Environment
- Gathering Your Balloons
- Conversation Starters
- 9. Planning Science Workshops
- What Is a Science Workshop?
- Whole-Group Instruction
- Thinking About Creating Workshops
- A Sample Workshop Unit
- Scaffolding Within Workshops
- Scaffolding Content
- Scaffolding for Student Needs: Differentiation
- Scaffolding the Key Science Experiences
- Tips for Getting Started With Workshops
- Why Workshops?
- Creating Your Own Workshops -- A Checklist
- Before a Unit
- Before a Workshop
- Conversation Starters
Part IV. Science Is a Community Affair
- 10. Assessment
- Formative Assessment
- Features of Formative Assessment
- Formative Assessment and Motivation
- Task Orientation and Ego Involment
- Tools of Formative Assessment
- Helping Students Self-Assess
- Questioning as a Type of Formative Assessment
- Anecdotal Note Taking
- Student Journals
- Rubrics
- Portfolios
- Summative Assessments
- The Why of Assessing
- Conversation Starters
- 11. Access to Science in a Classroom
- Science Studios
- Access to Science
- Access to Materials
- Types of Materials
- Collecting and Organizing Materials
- Why Is Access to Materials Important?
- Supporting Students' Work With Materials
- Access to Science Spaces
- Physical Space
- Emotional Safety
- Adequate Time for Investigation
- Celebrations of Accomplishments
- Access to People
- Support From Teachers
- Collaboration With Peers
- Family Involvement
- Community Resources
- Access to the World
- Technology
- Field Trips
- The Great Outdoors
- The Best of Both Worlds: Laboratories and Studios for Children
- Conversation Starters
- 12. Connections to Curriculum
- Your Foundation: The Science Curriculum
- Study Your District Objectives
- Plan Units Around the Objectives
- The Next Layer: Integration
- Making the Curriculum Your Own
- Conversation Starters
Part V. Resources
- Resource A: Safety
- Safety in the Classroom
- Safety and Active Learning
- Some "Absolute Musts"
- Resource B: Literature
- Children's Literature
- References
- Index
Description
"Expertly describes how educators can plan a science curriculum that facilitates primary students' understanding, skills, and development in science, preparing them for careers requiring any level of scientific knowledge and giving them science literacy to make decisions that benefit society and the world."
—Robert D. Sweetland, Professor, Wayne State College
Design science instruction that helps develop enthusiastic young minds while meeting national standards!
Teaching science means doing science and involves three elements: knowing content, knowing children, and teachers knowing themselves as teachers and learners. Kerry C. Williams and George E. Veomett describe principles and requirements that reflect National Science Education Standards for the active learning of science. They identify key ingredients for primary students and their development as young scientists.
This resource is linked to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky. Teachers inexperienced in science will discover new ways to think about science while they develop lessons that are rich, fun, and authentic for themselves and their students.
All educators will find examples, questions, stories, and thought-provoking ideas to give students a strong start in science achievement, plus:
- Six key elements to build into science instruction: observing, representing, organizing, patterning and questioning, experimenting, and sharing
- How-to's for incorporating inquiry, workshops, centers, and projects in primary and elementary classrooms
- A four-step system—choice, planning, doing, reviewing—that helps promote learning in science and across all subjects
Launching Learners in Science, PreK–5 helps educators teach science in a way that will expand their own confidence and let them make a lasting difference in children's lives!
Contents
Preface
Preface
Acknowledgements
Acknowledgements
About the Authors
About the Authors
Part I. Welcome to 'Launching Learners in Science'
- 1. Origin of 'Launching Learners in Science'
- Knowing Science
- Knowing Children and How They Learn
- Knowing Structures That Facilitate Learning and Teaching Science
- Changing Emphases
- Outline of the NSES Science Content Standards
- I. Unifying Concepts and Processes
- IIA. Science as Inquiry
- IIIB. Physical Science Content Standards
- IIIC. Life Science Standards
- IVD. Earth and Space Science
- VE. Science and Technology
- VIF. Science in Personal and Social Perspective
- Conversation Starters
- 2. The Nature of Science
- What Is the Nature of Science?
- Science as a Body of Knowledge
- Sciences as Process
- Elements of the Scientific Process
- A Historical Example
- Science as Process in Elementary School
- Reviewing the Nature of Science in Elementary Education
- Conversation Starters
- 3. Prior Beliefs, Efficacy, and Teaching Science
- Influence of Experiences and Beliefs on Practice
- Efficacy
- Reflecting on the Walls of Teaching Science
- Getting Around the Walls
- Wall #1: I Do Not Know Enough Science Content
- Wall #2: Students Need to Know the "Right Answers"
- Wall #3: I Don't Have Time to Teach Science
- all #4: Active Science Lessons Disrupt My Classroom Management
- Reflecting on Your Own Science Walls
- Conversations Starters
Part II. Construction Ahead! Influences on Learning
- 4. Maturation and Learning
- Constructing Knowledge
- Piaget: The Interaction of Maturation and Experience
- Assimilation and Accommodation
- Equilibrium / Disequilibrium
- Stages of Cogitive Development
- Conversation Starters
- 5. Social Interaction and Learning
- Vygotsky and Social Interaction
- Language
- Culture
- The Teacher's Role: Personal Educator
- Optimum Learning: The Zone of Proximal Development
- Identifying Students' Zones of Proximal Development
- Scaffolding: Stretching Without Pulling
- The Right Amount of Interaction
- The Controlling Guide
- The Dispassionate Guide
- The Effective Guide
- Social Interaction With Peers
- Conversation Starters
- 6. Active Learning
- Active Learning: Hands-On, Minds-On
- The Emotional Side of Active Learning
- The Ingredients for Active Learning
- Materials
- Manipulation
- Choice
- Language
- Adult Support
- Conversation Starters
Part III. Classroom Experiences
- 7. Key Science Experiences
- The Key Science Experiences
- A Wheel of Key Science Experiences
- Observing
- Representing
- Organizing
- Detecting Patterns and Questioning
- Experimenting
- Sharing
- Putting It All together
- The Key Science Experiences and Maturation
- Scaffolding for the Teacher
- Conversation Starters
- 8. Thinking Routines
- Getting "In To" the Learning in the Classroom
- Staying Active in the Learning
- Going Deeper Within the Learning
- Why Use Thinking Routines?
- Maturation and Thinking Routines
- Scaffolding Within Thinking Routines
- Scaffolding With Language
- Scaffolding With Tools
- Scaffolding With the Environment
- Gathering Your Balloons
- Conversation Starters
- 9. Planning Science Workshops
- What Is a Science Workshop?
- Whole-Group Instruction
- Thinking About Creating Workshops
- A Sample Workshop Unit
- Scaffolding Within Workshops
- Scaffolding Content
- Scaffolding for Student Needs: Differentiation
- Scaffolding the Key Science Experiences
- Tips for Getting Started With Workshops
- Why Workshops?
- Creating Your Own Workshops -- A Checklist
- Before a Unit
- Before a Workshop
- Conversation Starters
Part IV. Science Is a Community Affair
- 10. Assessment
- Formative Assessment
- Features of Formative Assessment
- Formative Assessment and Motivation
- Task Orientation and Ego Involment
- Tools of Formative Assessment
- Helping Students Self-Assess
- Questioning as a Type of Formative Assessment
- Anecdotal Note Taking
- Student Journals
- Rubrics
- Portfolios
- Summative Assessments
- The Why of Assessing
- Conversation Starters
- 11. Access to Science in a Classroom
- Science Studios
- Access to Science
- Access to Materials
- Types of Materials
- Collecting and Organizing Materials
- Why Is Access to Materials Important?
- Supporting Students' Work With Materials
- Access to Science Spaces
- Physical Space
- Emotional Safety
- Adequate Time for Investigation
- Celebrations of Accomplishments
- Access to People
- Support From Teachers
- Collaboration With Peers
- Family Involvement
- Community Resources
- Access to the World
- Technology
- Field Trips
- The Great Outdoors
- The Best of Both Worlds: Laboratories and Studios for Children
- Conversation Starters
- 12. Connections to Curriculum
- Your Foundation: The Science Curriculum
- Study Your District Objectives
- Plan Units Around the Objectives
- The Next Layer: Integration
- Making the Curriculum Your Own
- Conversation Starters
Part V. Resources
- Resource A: Safety
- Safety in the Classroom
- Safety and Active Learning
- Some "Absolute Musts"
- Resource B: Literature
- Children's Literature
- References
- Index
Reviews
Launching Learners in Science, PreK-5
How to Design Standards-Based Experiences and Engage Students in Classroom Conversations
December 2006 | 240 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Hardcover | 27/02/2023 | 9781412937023 | $83.95 |
| Paperback | 27/02/2023 | 9781412937030 | $42.95 |
"Expertly describes how educators can plan a science curriculum that facilitates primary students' understanding, skills, and development in science, preparing them for careers requiring any level of scientific knowledge and giving them science literacy to make decisions that benefit society and the world."
—Robert D. Sweetland, Professor, Wayne State College
Design science instruction that helps develop enthusiastic young minds while meeting national standards!
Teaching science means doing science and involves three elements: knowing content, knowing children, and teachers knowing themselves as teachers and learners. Kerry C. Williams and George E. Veomett describe principles and requirements that reflect National Science Education Standards for the active learning of science. They identify key ingredients for primary students and their development as young scientists.
This resource is linked to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky. Teachers inexperienced in science will discover new ways to think about science while they develop lessons that are rich, fun, and authentic for themselves and their students.
All educators will find examples, questions, stories, and thought-provoking ideas to give students a strong start in science achievement, plus:
- Six key elements to build into science instruction: observing, representing, organizing, patterning and questioning, experimenting, and sharing
- How-to's for incorporating inquiry, workshops, centers, and projects in primary and elementary classrooms
- A four-step system—choice, planning, doing, reviewing—that helps promote learning in science and across all subjects
Launching Learners in Science, PreK–5 helps educators teach science in a way that will expand their own confidence and let them make a lasting difference in children's lives!
Table Of Contents:
- Preface
- Acknowledgements
- About the Authors
- Part I. Welcome to 'Launching Learners in Science'
- 1. Origin of 'Launching Learners in Science'
- Knowing Science
- Knowing Children and How They Learn
- Knowing Structures That Facilitate Learning and Teaching Science
- Changing Emphases
- Outline of the NSES Science Content Standards
- I. Unifying Concepts and Processes
- IIA. Science as Inquiry
- IIIB. Physical Science Content Standards
- IIIC. Life Science Standards
- IVD. Earth and Space Science
- VE. Science and Technology
- VIF. Science in Personal and Social Perspective
- Conversation Starters
- 2. The Nature of Science
- What Is the Nature of Science?
- Science as a Body of Knowledge
- Sciences as Process
- Elements of the Scientific Process
- A Historical Example
- Science as Process in Elementary School
- Reviewing the Nature of Science in Elementary Education
- Conversation Starters
- 3. Prior Beliefs, Efficacy, and Teaching Science
- Influence of Experiences and Beliefs on Practice
- Efficacy
- Reflecting on the Walls of Teaching Science
- Getting Around the Walls
- Wall #1: I Do Not Know Enough Science Content
- Wall #2: Students Need to Know the "Right Answers"
- Wall #3: I Don't Have Time to Teach Science
- all #4: Active Science Lessons Disrupt My Classroom Management
- Reflecting on Your Own Science Walls
- Conversations Starters
- Part II. Construction Ahead! Influences on Learning
- 4. Maturation and Learning
- Constructing Knowledge
- Piaget: The Interaction of Maturation and Experience
- Assimilation and Accommodation
- Equilibrium / Disequilibrium
- Stages of Cogitive Development
- Conversation Starters
- 5. Social Interaction and Learning
- Vygotsky and Social Interaction
- Language
- Culture
- The Teacher's Role: Personal Educator
- Optimum Learning: The Zone of Proximal Development
- Identifying Students' Zones of Proximal Development
- Scaffolding: Stretching Without Pulling
- The Right Amount of Interaction
- The Controlling Guide
- The Dispassionate Guide
- The Effective Guide
- Social Interaction With Peers
- Conversation Starters
- 6. Active Learning
- Active Learning: Hands-On, Minds-On
- The Emotional Side of Active Learning
- The Ingredients for Active Learning
- Materials
- Manipulation
- Choice
- Language
- Adult Support
- Conversation Starters
- Part III. Classroom Experiences
- 7. Key Science Experiences
- The Key Science Experiences
- A Wheel of Key Science Experiences
- Observing
- Representing
- Organizing
- Detecting Patterns and Questioning
- Experimenting
- Sharing
- Putting It All together
- The Key Science Experiences and Maturation
- Scaffolding for the Teacher
- Conversation Starters
- 8. Thinking Routines
- Getting "In To" the Learning in the Classroom
- Staying Active in the Learning
- Going Deeper Within the Learning
- Why Use Thinking Routines?
- Maturation and Thinking Routines
- Scaffolding Within Thinking Routines
- Scaffolding With Language
- Scaffolding With Tools
- Scaffolding With the Environment
- Gathering Your Balloons
- Conversation Starters
- 9. Planning Science Workshops
- What Is a Science Workshop?
- Whole-Group Instruction
- Thinking About Creating Workshops
- A Sample Workshop Unit
- Scaffolding Within Workshops
- Scaffolding Content
- Scaffolding for Student Needs: Differentiation
- Scaffolding the Key Science Experiences
- Tips for Getting Started With Workshops
- Why Workshops?
- Creating Your Own Workshops -- A Checklist
- Before a Unit
- Before a Workshop
- Conversation Starters
- Part IV. Science Is a Community Affair
- 10. Assessment
- Formative Assessment
- Features of Formative Assessment
- Formative Assessment and Motivation
- Task Orientation and Ego Involment
- Tools of Formative Assessment
- Helping Students Self-Assess
- Questioning as a Type of Formative Assessment
- Anecdotal Note Taking
- Student Journals
- Rubrics
- Portfolios
- Summative Assessments
- The Why of Assessing
- Conversation Starters
- 11. Access to Science in a Classroom
- Science Studios
- Access to Science
- Access to Materials
- Types of Materials
- Collecting and Organizing Materials
- Why Is Access to Materials Important?
- Supporting Students' Work With Materials
- Access to Science Spaces
- Physical Space
- Emotional Safety
- Adequate Time for Investigation
- Celebrations of Accomplishments
- Access to People
- Support From Teachers
- Collaboration With Peers
- Family Involvement
- Community Resources
- Access to the World
- Technology
- Field Trips
- The Great Outdoors
- The Best of Both Worlds: Laboratories and Studios for Children
- Conversation Starters
- 12. Connections to Curriculum
- Your Foundation: The Science Curriculum
- Study Your District Objectives
- Plan Units Around the Objectives
- The Next Layer: Integration
- Making the Curriculum Your Own
- Conversation Starters
- Part V. Resources
- Resource A: Safety
- Safety in the Classroom
- Safety and Active Learning
- Some "Absolute Musts"
- Resource B: Literature
- Children's Literature
- References
- Index