000			07816cam a22005294i 4500
050	0	4	_aLB1585.H284.T433 2015
050	0	4	_aLB1585
100	1		_aHarlen, Wynne, _e1
260			_aPortsmouth, New Hampshire : _bHeinemann, _c(c)2015.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
530			_a2
700	1		_aKeeley, Page, _eFOR
942			_cBK _hLB _m2015 _e1 _i2019-12-03 _k28.13
001			ocn898092775
003			OCoLC
005			20240726100351.0
008			141124s2015 nhua b 001 0 eng
010			_a2014045532
020			_a9780325061597
029	1		_aAU@ _b000053932684
029	1		_aNZ1 _b16105604
035			_a(OCoLC)898092775
040			_aDLC _beng _erda _cDLC _dYDX _dYDXCP _dOCLCF _dBTCTA _dTXI _dIG# _dCDX _dGZI _dOCLCQ _dNRC _dOCLCQ _dUWO _dHRM _dSBI
042			_apcc
049			_aSBIM
245	1	0	_aTeaching science for understanding in elementary and middle schools / _cWynne Harlen ; foreword by Page Keeley. _hPR
246	0		_aTeaching science for understanding
300			_axiv, 160 pages : _billustrations ; _c23 cm
504			_a1 (pages 151-153) and index.
505	0	0	_aWHY TEACH South CarolinaIENCE? WHAT South CarolinaIENCE SHOULD WE TEACH? -- _tScience education in action -- _tInvestigating ice -- _tSun. Earth, and moon -- _tCold cans -- _tFeatures of effective practice -- _tStudent engagement -- _tMaterials for investigation -- _tLinking to preexisting ideas -- _tStudent talk -- _tDeveloping inquiry skills -- _tPlanning -- _tWhy? -- _tWhat to teach? -- _tWhich ideas? -- _tWhich skills? -- _tWhich attitudes? -- _tAction points.
505	0	0	_aHOW SHOULD WE TEACH South CarolinaIENCE? -- _tViews of learning and approaches to teaching -- _tTeaching for understanding through inquiry -- _tInquiry in action -- _tModeling the development of understanding through inquiry -- _tIntroducing alternative ideas -- _tThe role of inquiry skills -- _tDeveloping a climate for learning -- _tMotivating learning -- _tNeuroscience and learning -- _tAction points.
505	0	0	_aTAKING STUDENTS' IdahoEAS SERIOUSLY -- _tExamples of students' ideas -- _tIdeas about living things -- _tIdeas about how we see -- _tIdeas about how we hear -- _tIdeas about floating and sinking -- _tCharacteristics of students' own ideas -- _tHow do students form their ideas? -- _tFinding out students' ideas -- _tquestioning -- _tDrawings and writing -- _tConcept maps -- _tConcept cartoons -- _tStudent discussions -- _tHelping students develop their ideas -- _tAction Points.
505	0	0	_aTEACHERS' AND STUDENTS' QUESTIONS -- _tTeachers' questions -- _tQuestion form -- _tQuestion function -- _tQuestion timing -- _tAllowing time for answering -- _tResponding to students' answers -- _tStudent's questions -- _tResponding to different types of questions -- _tComments expressed as questions -- _tphilosophical questions -- _tRequests for simple facts -- _tQuestions that can lead to investigation by students -- _tQuestions requiring complex answers -- _tIn summary -- _tAction points.
505	0	0	_aSTUDENTS RAISING QUESTIONS AND PLANNING IndianaQUIRIES -- _tProgression in inquiry skills -- _tIdentifying inquiry skills -- _tRaising questions -- _tInvestigatable questions -- _tTypes of questions and investigations in science -- _tWhich...is best? -- _tIs there a pattern inches..? -- _tWhat happens when...? -- _tI wonder why...? How can we...? -- _tHelping students' progress in raising questions -- _tPlanning inquiries -- _tThinking about variables -- _tInvestigating relationships -- _tHelping students' progress in planning -- _tproviding opportunities -- _tScaffolding planning -- _tDiscussing completed investigations -- _tAction points.
505	0	0	_aSTUDENTS GeorgiaTHERING IndianaFORMATION -- _tObservation -- _tIdeas affect observation -- _tAspects of observing -- _tBenefits of developing observation skills -- _tHelping students' progress in observation -- _tEncouraging development -- _tUsing secondary sources of information -- _tUsing reference books -- _tUsing digital resources -- _tAction points.
505	0	0	_aSTUDENTS ANALYZING, IndianaTERPRETING, AND EXPLAINING -- _tAnalyzing and interpreting -- _tWhich is best...(the best place in the classroom to keep ice from melting)? -- _tIs there a pattern...(in the direction and length of shadows and the time of day)? -- _tI wonder why...(moisture appears on a cold surface)? -- _tFrom interpretation to explanation -- _tScaffolding possible explanations -- _tUsing analogies in explanations -- _tDifferent levels of explanation -- _tHelping students' progress in analyzing, interpreting, and explaining -- _tAction points.
505	0	0	_aSTUDENTS ColoradoMMUNICATING, ArkansasGUING, AND REFLECTING -- _tScience and literacy -- _tSpoken language: the importance of talk -- _tDialogue -- _tArgumentation -- _tSmall-group and class discussions -- _tPresentation to others -- _tCommunicating through writing and drawing -- _tusing a notebook -- _tReporting completed inquiries -- _tUsing scientific vocabulary -- _tWhen and how to introduce and use scientific words -- _tHelping students' progress in communication, arguing, and reflecting -- _tAction points.
505	0	0	_aFORMATIVE American SamoaSESSMENT Indiana South CarolinaIENCE -- _tPurposes of assessment -- _tSummative assessment -- _tThe nature and importance of formative assessment -- _tThe nature of formative assessment -- _tThe importance of formative assessment -- _tFormative assessment in practice -- _tCollecting information -- _tInterpreting information -- _tDeciding next steps -- _tTaking next steps: feedback -- _tThe role of students in formative assessment -- _tcommunicating goals -- _tcommunicating standards of quality -- _tStudents' role in deciding and taking next steps -- _tPeer assessment -- _tAction points.
505	0	0	_aFORMATIVE EVALUATION OF South CarolinaIENCE LEARNING OPPORTUNITIES -- _tFormative evaluation at the class level -- _tGathering data for evaluation -- _tDeciding on action -- _tFocused evaluation: an example of inquiry-based learning in science -- _tFormative evaluation of science at the school level -- _tStandards for evaluating science at the school level -- _tGathering information for school self-evaluation -- _tUsing school-level information: taking action -- _tScience curriculum leadership -- _tContinuing professional development -- _tAction points.
520	0		_aEven though there is an unending supply of science textbooks, kits, and other resources, the practice of teaching science is more challenging than simply setting up an experiment. In Teaching Science for Understanding in Elementary and Middle Schools, Wynne Harlen focuses on why developing understanding is essential in science education and how best to engage students in activities that deepen their curiosity about the world and promote enjoyment of science. Teaching Science for Understanding in Elementary and Middle Schools centers on how to build on the ideas your students already have to cultivate the thinking and skills necessary for developing an understanding of the scientific aspects of the world, including: helping students develop and use the skills of investigation, drawing conclusions from data through analyzing, interpreting, and explaining, creating classrooms that encourage students to explain and justify their thinking, asking productive questions to support students' understanding. Through classroom vignettes, examples, and practical suggestions at the end of each chapter, Wynne provides a compelling vision of what can be achieved through science education and strategies that you can implement in your classroom right now. _c~ BACK OF BOOK.
650		0	_aScience _xStudy and teaching (Elementary)
650		0	_aScience _xStudy and teaching (Middle school)
653			_aElementary Education.
945			_nOrder# 112-0461471-6139412 28.13
999			_c17816 _d17816
902			_a1 _bCynthia Snell _c1 _dCynthia Snell