%0 Book %A National Research Council %E Pellegrino, James W. %E Hilton, Margaret L. %T Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century %@ 978-0-309-25649-0 %D 2012 %U https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills %> https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. %0 Book %A National Research Council %E Bell, Philip %E Lewenstein, Bruce %E Shouse, Andrew W. %E Feder, Michael A. %T Learning Science in Informal Environments: People, Places, and Pursuits %@ 978-0-309-11955-9 %D 2009 %U https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits %> https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits %I The National Academies Press %C Washington, DC %G English %K Education %P 348 %X Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines—research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings—museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. %0 Book %A National Research Council %E Forrest, Sherrie %E Feder, Michael A. %T Climate Change Education: Goals, Audiences, and Strategies: A Workshop Summary %@ 978-0-309-21845-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13224/climate-change-education-goals-audiences-and-strategies-a-workshop-summary %> https://nap.nationalacademies.org/catalog/13224/climate-change-education-goals-audiences-and-strategies-a-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Education %K Environment and Environmental Studies %K Earth Sciences %P 98 %X The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level. The public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances. %0 Book %A National Research Council %T Identifying and Supporting Productive STEM Programs in Out-of-School Settings %@ 978-0-309-37362-3 %D 2015 %U https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings %> https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community. %0 Book %A National Research Council %E Honey, Margaret A. %E Hilton, Margaret L. %T Learning Science Through Computer Games and Simulations %@ 978-0-309-18523-3 %D 2011 %U https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %> https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %I The National Academies Press %C Washington, DC %G English %K Education %P 174 %X At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. %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 Research Council %E Fenichel, Marilyn %E Schweingruber, Heidi A. %T Surrounded by Science: Learning Science in Informal Environments %@ 978-0-309-13674-7 %D 2010 %U https://nap.nationalacademies.org/catalog/12614/surrounded-by-science-learning-science-in-informal-environments %> https://nap.nationalacademies.org/catalog/12614/surrounded-by-science-learning-science-in-informal-environments %I The National Academies Press %C Washington, DC %G English %K Education %P 240 %X 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. %0 Book %A National Research Council %T How People Learn: Brain, Mind, Experience, and School: Expanded Edition %@ 978-0-309-07036-2 %D 2000 %U https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %> https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %I The National Academies Press %C Washington, DC %G English %K Education %P 384 %X First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T How People Learn II: Learners, Contexts, and Cultures %@ 978-0-309-45964-8 %D 2018 %U https://nap.nationalacademies.org/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures %> https://nap.nationalacademies.org/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures %I The National Academies Press %C Washington, DC %G English %K Education %P 346 %X There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.