STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM ...education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States.
STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.
Mathematics learning in early childhood Schweingruber, Heidi; Woods, Taniesha A; Cross, Christopher T
National Academies Press,
2009, 20091110, 2009-00-00, 2009-01-30, 2009-11-13
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Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and ...become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.
Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Surrounded by science Fenichel, Marilyn; Schweingruber, Heidi A
National Academies Press,
2010, 20100310, 2010-00-00, 2010-03-03
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Practitioners in informal science settings-museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens-are interested in ...finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience.
Surrounded by Science: Learning Science in Informal Environments , is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.
How Does Our Garden Grow? Schweingruber, Heidi
The Science teacher (National Science Teachers Association),
05/2022, Letnik:
89, Številka:
5
Journal Article
Recenzirano
Science Education as Community Gardening It has been a decade since the Board on Science Education (BOSE) at the National Academies of Sciences, Engineering and Medicine released the Framework for ...K-12 Science Education, the document that served as the blueprint for the Next Generation Science Standards (NGSS) and similar state science standards adopted across the country. In the fall of 2021, BOSE held a three-day virtual summit to bring the community together to reflect on lessons learned from the past decade of implementing these new science education standards. Develop shared goals while honoring the diverse perspectives and needs in the community When we are engaged together in something as important as planting and tending a community garden, or developing a system for high-quality, equitable science education, we need to be open to a frank conversation about the goals for our work. Tend first to the plants that are suffering The idea of planting in the fall for blooms in the spring, or anticipating that a tree may reach its full height in 10 years might sound like it precludes urgency in the present. ...we make a plan to do something about it-more sun, more water, fertilizer, check for pests.
Biologists have long been concerned about the quality of undergraduate biology education. Over time, however, biology faculty members have begun to study increasingly sophisticated questions about ...teaching and learning in the discipline. These scholars, often called biology education researchers, are part of a growing field of inquiry called discipline-based education research (DBER). In this essay, the authors draw on the NRC report to highlight some of the insights that DBER in general and biology education research (BER) in particular have provided into effective instructional practices and undergraduate learning, and to point to some directions for the future. The views in this essay are the authors' as editors of the report and do not represent the official views of the Committee on the Status,Contributions, and Future Directions of Discipline-Based Education Research; the NRC; or the National Science Foundation (NSF). (Contains 1 footnote.)
Science Teachers' Learning Nielsen, Natalie; Schweingruber, Heidi; Wilson, Suzanne
National Academies Press,
01/2016
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Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation ...of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach.
That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development.
A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach.
The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
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