%0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Moulding, Brett %E Songer, Nancy %E Brenner, Kerry %T Science and Engineering for Grades 6-12: Investigation and Design at the Center %@ 978-0-309-48260-8 %D 2019 %U https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %> https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %I The National Academies Press %C Washington, DC %G English %K Education %P 328 %X It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. %0 Book %A National Research Council %E Michaels, Sarah %E Shouse, Andrew W. %E Schweingruber, Heidi A. %T Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms %@ 978-0-309-10614-6 %D 2008 %U https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 %> https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 %I The National Academies Press %C Washington, DC %G English %K Education %P 220 %X What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Kober, Nancy %E Carlone, Heidi %E Davis, Elizabeth A. %E Dominguez, Ximena %E Manz, Eve %E Zembal-Saul, Carla %E Stephens, Amy %E Schweingruber, Heidi %T Rise and Thrive with Science: Teaching PK-5 Science and Engineering %@ 978-0-309-69821-4 %D 2023 %U https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %> https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting. Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience. Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students. %0 Book %A National Academy of Engineering %A National Research Council %E Honey, Margaret %E Pearson, Greg %E Schweingruber, Heidi %T STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research %@ 978-0-309-29796-7 %D 2014 %U https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %> https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 180 %X 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. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Beatty, Alexandra %E Schweingruber, Heidi %T Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom %@ 978-0-309-44432-3 %D 2017 %U https://nap.nationalacademies.org/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the %> https://nap.nationalacademies.org/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the %I The National Academies Press %C Washington, DC %G English %K Education %P 136 %X Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments—whatever their purpose—cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Davis, Elizabeth A. %E Stephens, Amy %T Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators %@ 978-0-309-68417-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %> https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %I The National Academies Press %C Washington, DC %G English %K Education %P 285 %X Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. %0 Book %A National Research Council %E Cross, Christopher T. %E Woods, Taniesha A. %E Schweingruber, Heidi %T Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity %@ 978-0-309-12806-3 %D 2009 %U https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %> https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %I The National Academies Press %C Washington, DC %G English %K Education %P 398 %X 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. %0 Book %A National Research Council %E Kilpatrick, Jeremy %E Swafford, Jane %E Findell, Bradford %T Adding It Up: Helping Children Learn Mathematics %@ 978-0-309-21895-5 %D 2001 %U https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %> https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %I The National Academies Press %C Washington, DC %G English %K Education %P 460 %X Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics. %0 Book %A National Research Council %E Duschl, Richard A. %E Schweingruber, Heidi A. %E Shouse, Andrew W. %T Taking Science to School: Learning and Teaching Science in Grades K-8 %@ 978-0-309-10205-6 %D 2007 %U https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades %> https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades %I The National Academies Press %C Washington, DC %G English %K Education %P 404 %X What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science—about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education—teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.