Science Inside the Black Box

Author: Paul Black


ISBN: 1941112188

Category: Educational tests and measurements

Page: 0

View: 522

Drawing from evidence-based research findings, Science Inside the Black Box: Assessment for Learning in the Science Classroom explores the strong correlation between formative assessment and increased student achievement. The authors provide recommendations to help science educators develop formative assessment within a science department using feedback, evidence, student self-assessment, and effective approaches already in place.
Exploring the Black Box

Author: Nathan Rosenberg

Publisher: Cambridge University Press

ISBN: 0521459559

Category: Business & Economics

Page: 288

View: 197

The process of technological change takes a wide variety of forms. Propositions that may be accurate when referring to the pharmaceutical industry may be totally inappropriate when applied to the aircraft industry or to computers or forest products. The central theme of Nathan Rosenberg's new book is the idea that technological changes are often 'path dependent', in the sense that their form and direction tend to be influenced strongly by the particular sequence of earlier events out of which a new technology has emerged. The book advances the understanding of technological change by explictly recognising its essential diversity and path-dependent nature. Individual chapters explore the particular features of new technologies in different historical and sectoral contexts. This book presents a unique account of how technological change is generated and the processes by which improved technologies are introduced.
Schools for Thought

Author: John T. Bruer

Publisher: MIT Press

ISBN: 0262521962

Category: Cognition in children

Page: 342

View: 932

Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book
Teaching Science in the Primary Classroom

Author: Hellen Ward

Publisher: SAGE

ISBN: 9781473953093

Category: Education

Page: 248

View: 411

Who was right about gravity - Aristotle or Galileo? Do woodlice like the damp or the sunshine? Now in full colour, the new edition of this core textbook is packed full of exciting ideas and methods to help trainees and teachers looking for creative ways of teaching science to primary school children. It's the perfect step-by-step guide for anyone teaching science for the first time. Reflecting the new curriculum, the third edition has been extensively updated throughout and now includes: · a brand new chapter on teaching science outdoors · lots of guidance on how to work scientifically in the classroom · a new focus on assessment of ‘secondary readiness’ · new activities and case studies, with helpful links to developing scientific skills With practical examples, case studies, clear guidance on how to turn theory into creative practice, and lots of ideas for lively science lessons and activities, this is the ideal book for anyone studying primary science on initial teacher education courses, and teachers looking for new ideas to use in the classroom.
Everyday Matters in Science and Mathematics

Author: Ricardo Nemirovsky

Publisher: Routledge

ISBN: 9781135619381

Category: Education

Page: 391

View: 142

This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and 3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events is an important resource for researchers, teacher educators, and graduate students in mathematics and science education, and a strong supplemental text for courses in these areas and also in cognition and instruction and instructional design.