Learning Science and the Science of Learning: Science by Rodger W. Bybee

By Rodger W. Bybee

Definite, you educate technological know-how. yet do your scholars quite research it? scholars of every age will take up extra when you adapt how you educate to the way in which they study. that is the message of this considerate choice of 12 essays by means of famous technological know-how academics. in line with the most recent learn, this is often certainly a scholarly ebook. yet to carry theories to lifestyles, it comprises life like eventualities that includes school rooms the place scholars are inspired to build their very own technology studying.

These eventualities provides you with particular rules on how one can support your scholars develop into extra reflective approximately their studying technique, together with what they understand, what their obstacles are, and the way to beat them. you are going to additionally research the way to use formative overview to gauge pupil studying throughout the process a lesson, not only on the finish.

Learning technological know-how deals thought to all of the weary lecturers who have ever questioned: Why do not those children appear to get what i am attempting to say?

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In D. , Enhancing thinking skills in the sciences and mathematics, 63–75. Hillsdale, NJ: Lawrence Erlbaum Associates. Glasersfeld, E. 1989. Cognition, construction of knowledge, and teaching. Synthese 80: 121–40. Kuhn, D. 2000. Why development does (and doesn’t) occur: Evidence from the domain of inductive reasoning. In R. Siegler and J. , Mechanisms of cognitive development: Neural and behavioral perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. Larkin, J. H. 1979. Information processing models in science instruction.

She is a native of Colombia, South America, where she taught in high school and college; at the latter, she taught courses for prospective secondary science teachers. Marian Pasquale served as a middle school teacher and curriculum coordinator for twenty years in Haverill, Massachusetts. Since 1992 she has been a senior research and development associate at the Center for Science Education, Education Development Center, Inc. (EDC), where she leads the middle-grades team. She is currently co-principal investigator of an effort funded by the National Science Foundation to develop a model middle grades science mentoring program.

As children attempt to make sense of their world, they form explanations of phenomena that result in initial concepts that go on to form the basis of their scientific understanding of the world. Learning Originates in Diverse Experiences Although learning is a basic, adaptive human function and much of what children learn occurs through diverse spontaneous experiences and without formal instruction, when children’s explanations are compared with scientific understanding of objects, organisms, and natural phenomena, the learners’ explanations are often incomplete, inadequate, or inappropriate.

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