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Making Sense of SCIENCE: Force and Motion for Teachers of Grade 6-8

Kirsten R. Daehler, Mayumi Shinohara, Jennifer Folsom

Editore: WestEd, 2011
ISBN 10: 0914409778 / ISBN 13: 9780914409779
Usato / Quantità: 1
Da Nearfine Books (Brooklyn, NY, U.S.A.)
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Titolo: Making Sense of SCIENCE: Force and Motion ...

Casa editrice: WestEd

Data di pubblicazione: 2011

Condizione libro: very good


Gently used. Expect delivery in 2-3 weeks. Codice inventario libreria 9780914409779-3

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Riassunto: This comprehensive professional development course for grades 6?8 science teachers provides all the necessary ingredients for building a scientific way of thinking in teachers and students, focusing on science content, inquiry, and literacy. Teachers who participate in this course learn to facilitate hands-on science lessons, support evidence-based discussions, and develop students academic language and reading and writing skills in science, along with the habits of mind necessary for sense making and scientific reasoning.

Force and Motion for Teachers of Grades 6?8 consists of five core sessions:

    Session 1: Motion

    Session 2: Change in Motion

    Session 3: Acceleration and Force

    Session 4: Force

    Session 5: Acceleration and Mass

The materials include everything needed to effectively lead this course with ease:
  • Facilitator Guide with extensive support materials and detailed procedures that allow staff developers to successfully lead a course
  • Teacher Book with teaching, science, and literacy investigations, along with a follow-up component, Looking at Student Work™, designed to support ongoing professional learning communities
  • CD with black line masters of all handouts and charts to support group discussion and sense making, course participation certificates, student work samples, and other materials that can be reproduced for use with teachers

L'autore: Kirsten R. Daehler began her work in science education as a high school chemistry and physics teacher and department chair, where she delighted in her work with adolescents and her fellow science teachers. Upon joining WestEd in 1994, Kirsten served as the lead teacher developer and content expert for the National Board for Professional Teaching Standards. Currently, Kirsten directs the Understanding Science for Teaching project at WestEd, where she aims to transform the way teachers learn about science and the complex art of teaching.

Originally trained in physics, Mayumi Shinohara co-directed the Understanding Science for Teaching project at WestEd for 15 years, focusing on children's thinking in science and practice-based professional development. Mayumi is currently at Vanderbilt University as a doctoral student. Her research focuses on children's mathematical and scientific reasoning in and out of school, particularly social and material mechanisms for developing thinking (e.g., participation structures, argumentation, inscription, and models).

Jennifer Folsom began her career in science education in high school, conducting research in a pharmacology lab and teaching K 5 students at a neighborhood environmental education center. Since then she has worked with numerous school districts, nonprofits, and universities to conceptualize and produce innovative science curricula for students and teachers in collaboration with scientists, teachers, and science education professors. Currently, Jennifer mingles her writing skills, teaching insights, and science knowledge as a curriculum writer and staff developer with the Understanding Science for Teaching project at WestEd.

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