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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

History

Division of Behavioral and Social Sciences and Education

Board on Science Education

Committee on a Conceptual Framework for New K-12 Science Education Standards

National, Research Council

Europe

National Academies Press

Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators (Consensus Study Report)

National Academies of Sciences, Engineering, and Medicine

Committee on Enhancing Science and Engineering in Prekindergarten Through Fifth Grades

Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods--and the wonder--of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. Table of Contents <ul>
<li>Front Matter</li>
<li>Chapter 1: How Teachers Teach: General Principles</li>
<li>Chapter 2: How Teachers Teach: Specific Methods</li>
<li>Chapter 3: Linking Teaching with Learning</li>
<li>Chapter 4: Misconceptions as Barriers to Understanding Science</li>
<li>Chapter 5: Evaluation of Teaching and Learning</li>
<li>Chapter 6: Testing and Grading</li>
<li>Chapter 7: Choosing and Using Instructional Resources</li>
<li>Chapter 8: Getting to Know Your Students</li>
<li>Appendix A: Societies and Organizations Involved with Science Teaching and Science-Related Issues</li>
<li>Appendix B: Periodicals Related to Undergraduate Science Education</li>
<li>Appendix C: Laboratory Issues</li>
<li>References</li>
<li>Index</li>
</ul>

Science Teaching Reconsidered: A Handbook

Politics & Social Sciences

Committee on Undergraduate Science Education

Social Sciences

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium (Compass Series)

Science & Math

Center for Science, Mathematics, and Engineering Education

Teacher Advisory Council

Science for Kids

Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy (Compass Series)

National Council Of Teachers Of Mathematics

Mathematics

Developing a Digital National Library for Undergraduate Science, Mathematics, Engineering, and Technology Education: Report of a Workshop

In 1996, the National Science Foundation (NSF) released a report about ways to improve undergraduate science, mathematics, engineering, and technology (SME&amp;T) education. One recommendation called for establishing a digital library, similar to those that are being constructed for many research communities, that would make available electronically a wide variety of materials for improving teaching and learning of SME&amp;T. The NSF asked the National Research Council to examine the feasibility of and issues associated with establishing such a digital national library. In response, an NRC steering committee commissioned a series of papers and convened a workshop to consider these issues. This resulting book delineates the issues that should be considered and provides recommendations to resolve them prior to committing funds. Table of Contents <ul>
<li>Front Matter</li>
<li>Executive Summary</li>
<li>Introduction</li>
<li>Summary of the Workshop</li>
<li>Synthesis and Conclusions</li>
<li>Steering Committee Recommendations</li>
<li>Literature Cited</li>
<li>Appendix A</li>
<li>Appendix B</li>
<li>Appendix C</li>
<li>Appendix D</li>
</ul>

Steering Committee for Developing a Digital National Library for Undergraduate Science, Mathematics, Engineering, and Technology Education

Computers & Technology

As more schools begin to implement the National Science Education Standards, adults who care about the quality of K-12 science education in their communities may want to help their local schools make the transition. This booklet provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured. Center for Science, Mathematics, and Engineering Education Staff; 1998, 32 pages, 8.5 x 11, single copy, $10.00; 2-9 copies, $7.00 each; 10 or more copies, $4.50 each (no other discounts apply). Table of ContentsFront MatterIntroductionWhy Do We Need Science, Anyway?Start with a Vision of High-Quality EducationUse the Standards to Bring Science to EveryoneMeasure the Quality of Your School Science ProgramTake the First Steps Toward Science Education ReformResources

Every Child a Scientist: Achieving Scientific Literacy for All

Center for Science, Mathematics, and Engineering Education Staff

Introducing the National Science Education Standards is a booklet that provides an overview and background of the vision and principles of the National Science Education Standards. Each of the six types of standards is described: content, teaching, assessment, professional development, program, and system. Designed for a general audience, Introducing the National Science Education Standards clarifies what the Standards are and responds to typical questions about them. It helps readers determine how the Standards could be useful to them.

Introducing the National Science Education Standards, Booklet

Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology

Today's undergraduate students--future leaders, policymakers, teachers, and citizens, as well as scientists and engineers--will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&amp;T) for more than one year, if at all. Additionally, many of the SME&amp;T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&amp;T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&amp;T education for all undergraduates. The book addresses pre-college preparation for students in SME&amp;T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&amp;T faculty. Table of Contents <ul>
<li>Front Matter</li>
<li>Executive Summary</li>
<li>Introduction</li>
<li>A Goal and an Agenda for Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology</li>
<li>Visions for Undergraduate Education in Science, Mathematics, Engineering, and Technology</li>
<li>Conclusion and Epilogue</li>
<li>References</li>
<li>Appendix A</li>
<li>Appendix B</li>
<li>Appendix C</li>
<li>Appendix D</li>
</ul>

Business & Money

Education & Reference

With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: <ul>
<li>Components of effective mathematics and science programs.</li> <li>Criteria by which these components can be judged.</li> <li>A process for developing curriculum that is structured, focused, and coherent. 
</li> </ul>
Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones--from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable. Table of Contents <ul>
<li>Front Matter</li>
<li>Introduction</li>
<li>Components of Coherent Mathematics and Science Education Curriculum Programs</li>
<li>Process for Designing a Curriculum Program</li>
<li>Appendix A</li>
<li>Appendix B</li>
<li>Appendix C</li>
<li>References</li>
</ul>

Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards

Committee on Science Education K-12 and the Mathematical Sciences Education Board

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