Science curriculum topic study: bridging the gap between standards and practice
Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional practice has been lackin...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin Press [u.a.]
2005
|
| Schlagworte: | |
| Online-Zugang: | Table of contents Inhaltsverzeichnis |
| Zusammenfassung: | Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Science Curriculum Topic Study provides a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Developed by author Page Keeley of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS), process can help educators align curriculum, instruction, and assessment with the specific, research-based ideas and skills required in local, state, and national standards. The CTS process will help teachers improve their understanding of science content, clarify a hierarchy of content and skills in a learning goal from state or local standards, define formative and summative assessment goals and strategies, learn to recognize and address learning difficulties, increase opportunities for students of all backgrounds to achieve science literacy, and design or utilize instructional materials effectively. Containing 147 separate curriculum topic study guides arranged in eleven categories that represent the major domains of science, this book provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices. |
| Beschreibung: | Includes bibliographical references (p. 283-285) and index |
| Beschreibung: | xix, 294 p. ill. 28 cm |
| ISBN: | 1412908914 1412908922 |
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| 520 | 3 | |a Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Science Curriculum Topic Study provides a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Developed by author Page Keeley of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS), process can help educators align curriculum, instruction, and assessment with the specific, research-based ideas and skills required in local, state, and national standards. The CTS process will help teachers improve their understanding of science content, clarify a hierarchy of content and skills in a learning goal from state or local standards, define formative and summative assessment goals and strategies, learn to recognize and address learning difficulties, increase opportunities for students of all backgrounds to achieve science literacy, and design or utilize instructional materials effectively. Containing 147 separate curriculum topic study guides arranged in eleven categories that represent the major domains of science, this book provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices. | |
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Datensatz im Suchindex
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| adam_text | Titel: Science curriculum topic study
Autor: Keeley, Page
Jahr: 2005
Contents
List of Curriculum Topic Study Guides ix
Foreword xi
Harold Pratt
Preface xiii
About the Author xix
1. Introduction to Curriculum Topic Study 1
What Is Curriculum Topic Study (CTS)? 2
Why Study a Curriculum Topic? 5
Why Focus on Topics? 8
The Underlying Knowledge and Research Base 10
National, State, and Local Standards 10
Cognitive Research 12
Changes in Professional Development 13
Reading Research 14
Science Teachers and Teaching 14
Content Knowledge 15
Pedagogical Content Knowledge 16
Beliefs About Teaching and Learning 17
Having a Professional Knowledge Base 17
The Teacher Professional Continuum 18
2. Examining the Components of a Curriculum Topic Study Guide 19
The CTS Study Guide 19
Sections and Outcomes 19
Selected Readings 21
CTS Supplementary Material 21
Common Resources for Study and Reflection 22
Building a Professional Collection: Experts at Your Fingertips! 22
Descriptions of the Common Resources Used in CTS 24
IA: Science for All Americans 24
IB: Science Matters: Achieving Scientific Literacy 25
IIA, IIIA, IVA: Benchmarks for Science Literacy 25
IIB and HIB: The National Science Education Standards 25
IVB: Making Sense of Secondary Science: Research
Into Children s Ideas 26
V: Atlas of Science Literacy 26
VI: State Standards or District Curriculum Guides 27
3. Engaging in Curriculum Topic Study 29
Getting Started 29
Gathering Your Resources 29
Becoming Familiar With the CTS Guides and Resources 31
Defining Your Purpose and Choosing Your Outcomes 31
Processing Information From CTS Sections 33
Activation and Processing Strategies 34
Reading the CTS Sections 35
Guiding Questions for Individual Sections of a CTS Guide 36
The CTS Learning Cycle of Inquiry, Study, and Reflection 36
Engagement 40
Elicitation 41
Exploration 42
Development 43
Synthesis 43
Application 46
Study Reflection and Self-Assessment 46
CTS Evaluation 47
Individual and Group Use of CTS 49
Individual Use of CTS 50
Group Use of CTS 51
4. Utilizing Curriculum Topic Study for Different Contexts 53
CTS and Science Content Knowledge 55
Using a CTS Guide to Identify the Content Knowledge
Needed to Teach a Topic 55
Using CTS to Examine the Hierarchal Structure of Content
Knowledge in a Topic 57
CTS and Curriculum 61
Curriculum Coherence and Articulation 63
Curriculum Selection 65
Supporting Curriculum Implementation 69
CTS and Instruction 74
Reviewing and Modifying Lessons 76
Developing a Standards- and Research-Based Lesson 76
CTS and Inquiry-Based Instruction 77
CTS and Assessment 79
Designing Assessment Probes 80
Developing Culminating Performances 83
CTS and Preservice and Novice Teacher Support 86
CTS and Leadership Development 87
CTS and Professional Development 88
Embedding CTS in a Variety of Professional
Development Strategies 88
Study Groups 88
Case Discussions 89
Curriculum Selection and Implementation 89
Workshops 89
Examining Student Work and Thinking 90
Lesson Study 90
Mentoring, Coaching, and Demonstration Lessons 90
5. Images From Practice 91
Vignette #1: A High School Integrated Science Teacher Uses
CTS to Understand Gravity-Related Content 91
Vignette #2: An Experienced Middle School Teacher Uses CTS
to Revise a Unit on Biological Classification 92
Vignette #3: A Team of Primary Teachers Uses CTS to Identify
Goals for Learning About Life Cycles 96
Vignette #4: A Middle School Teacher Uses CTS to Understand
a Difficult Concept to Teach: Density 98
Vignette #5: A Teacher Leader Uses CTS
to Help Guide Fifth-Grade Teachers
Implementation of the Ecology Content Standards 100
Vignette #6: A Fourth-Grade District Team Uses CTS to Examine
Alignment of Curriculum, Instruction, and Assessment 103
Vignette #7: A High School Physics Teacher Uses CTS to Design
Energy Lessons Based on Research on Learning 104
Vignette #8: An Elementary Teacher Uses CTS to Improve
Opportunities to Learn for Her Disadvantaged Students 106
Vignette #9: Professional Developers Use CTS to Redesign
Their Inquiry-Based Workshops 108
Vignette #10: A GLOBE Curriculum Developer Uses CTS
to Develop Instructional Materials 110
6. The Curriculum Topic Study Guides 113
Organization of the CTS Guides 113
Descriptions of the CTS Categories 114
Diversity of Life 114
Ecology 122
Biological Structure and Function 134
Life s Continuity and Change 146
Matter 157
Earth 174
Astronomy 193
Energy, Force, and Motion 204
Inquiry and the Nature of Science and Technology 228
Implications of Science and Technology 255
Unifying Themes 267
Resource A: Additional Resources to Support
Curriculum Topic Study 273
Resource B: Worksheets for Curriculum Topic Study 277
References 283
Index 287
|
| adam_txt |
Titel: Science curriculum topic study
Autor: Keeley, Page
Jahr: 2005
Contents
List of Curriculum Topic Study Guides ix
Foreword xi
Harold Pratt
Preface xiii
About the Author xix
1. Introduction to Curriculum Topic Study 1
What Is Curriculum Topic Study (CTS)? 2
Why Study a Curriculum Topic? 5
Why Focus on Topics? 8
The Underlying Knowledge and Research Base 10
National, State, and Local Standards 10
Cognitive Research 12
Changes in Professional Development 13
Reading Research 14
Science Teachers and Teaching 14
Content Knowledge 15
Pedagogical Content Knowledge 16
Beliefs About Teaching and Learning 17
Having a Professional Knowledge Base 17
The Teacher Professional Continuum 18
2. Examining the Components of a Curriculum Topic Study Guide 19
The CTS Study Guide 19
Sections and Outcomes 19
Selected Readings 21
CTS Supplementary Material 21
Common Resources for Study and Reflection 22
Building a Professional Collection: Experts at Your Fingertips! 22
Descriptions of the Common Resources Used in CTS 24
IA: Science for All Americans 24
IB: Science Matters: Achieving Scientific Literacy 25
IIA, IIIA, IVA: Benchmarks for Science Literacy 25
IIB and HIB: The National Science Education Standards 25
IVB: Making Sense of Secondary Science: Research
Into Children's Ideas 26
V: Atlas of Science Literacy 26
VI: State Standards or District Curriculum Guides 27
3. Engaging in Curriculum Topic Study 29
Getting Started 29
Gathering Your Resources 29
Becoming Familiar With the CTS Guides and Resources 31
Defining Your Purpose and Choosing Your Outcomes 31
Processing Information From CTS Sections 33
Activation and Processing Strategies 34
Reading the CTS Sections 35
Guiding Questions for Individual Sections of a CTS Guide 36
The CTS Learning Cycle of Inquiry, Study, and Reflection 36
Engagement 40
Elicitation 41
Exploration 42
Development 43
Synthesis 43
Application 46
Study Reflection and Self-Assessment 46
CTS Evaluation 47
Individual and Group Use of CTS 49
Individual Use of CTS 50
Group Use of CTS 51
4. Utilizing Curriculum Topic Study for Different Contexts 53
CTS and Science Content Knowledge 55
Using a CTS Guide to Identify the Content Knowledge
Needed to Teach a Topic 55
Using CTS to Examine the Hierarchal Structure of Content
Knowledge in a Topic 57
CTS and Curriculum 61
Curriculum Coherence and Articulation 63
Curriculum Selection 65
Supporting Curriculum Implementation 69
CTS and Instruction 74
Reviewing and Modifying Lessons 76
Developing a Standards- and Research-Based Lesson 76
CTS and Inquiry-Based Instruction 77
CTS and Assessment 79
Designing Assessment Probes 80
Developing Culminating Performances 83
CTS and Preservice and Novice Teacher Support 86
CTS and Leadership Development 87
CTS and Professional Development 88
Embedding CTS in a Variety of Professional
Development Strategies 88
Study Groups 88
Case Discussions 89
Curriculum Selection and Implementation 89
Workshops 89
Examining Student Work and Thinking 90
Lesson Study 90
Mentoring, Coaching, and Demonstration Lessons 90
5. Images From Practice 91
Vignette #1: A High School Integrated Science Teacher Uses
CTS to Understand Gravity-Related Content 91
Vignette #2: An Experienced Middle School Teacher Uses CTS
to Revise a Unit on Biological Classification 92
Vignette #3: A Team of Primary Teachers Uses CTS to Identify
Goals for Learning About Life Cycles 96
Vignette #4: A Middle School Teacher Uses CTS to Understand
a Difficult Concept to Teach: Density 98
Vignette #5: A Teacher Leader Uses CTS
to Help Guide Fifth-Grade Teachers'
Implementation of the Ecology Content Standards 100
Vignette #6: A Fourth-Grade District Team Uses CTS to Examine
Alignment of Curriculum, Instruction, and Assessment 103
Vignette #7: A High School Physics Teacher Uses CTS to Design
Energy Lessons Based on Research on Learning 104
Vignette #8: An Elementary Teacher Uses CTS to Improve
Opportunities to Learn for Her Disadvantaged Students 106
Vignette #9: Professional Developers Use CTS to Redesign
Their Inquiry-Based Workshops 108
Vignette #10: A GLOBE Curriculum Developer Uses CTS
to Develop Instructional Materials 110
6. The Curriculum Topic Study Guides 113
Organization of the CTS Guides 113
Descriptions of the CTS Categories 114
Diversity of Life 114
Ecology 122
Biological Structure and Function 134
Life's Continuity and Change 146
Matter 157
Earth 174
Astronomy 193
Energy, Force, and Motion 204
Inquiry and the Nature of Science and Technology 228
Implications of Science and Technology 255
Unifying Themes 267
Resource A: Additional Resources to Support
Curriculum Topic Study 273
Resource B: Worksheets for Curriculum Topic Study 277
References 283
Index 287 |
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| publisher | Corwin Press [u.a.] |
| record_format | marc |
| spelling | Keeley, Page 1954- Verfasser (DE-588)1035350521 aut Science curriculum topic study bridging the gap between standards and practice Page Keeley ; foreword by Harold Pratt Thousand Oaks, Calif. Corwin Press [u.a.] 2005 xix, 294 p. ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 283-285) and index Becoming an accomplished science teacher not only requires a thorough understanding of science content, but also a familiarity with science standards and research on student learning. However, a comprehensive strategy for translating standards and research into instructional practice has been lacking since the advent of standards-based education reform. Science Curriculum Topic Study provides a systematic professional development strategy that links science standards and research to curriculum, instruction, and assessment. Developed by author Page Keeley of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS), process can help educators align curriculum, instruction, and assessment with the specific, research-based ideas and skills required in local, state, and national standards. The CTS process will help teachers improve their understanding of science content, clarify a hierarchy of content and skills in a learning goal from state or local standards, define formative and summative assessment goals and strategies, learn to recognize and address learning difficulties, increase opportunities for students of all backgrounds to achieve science literacy, and design or utilize instructional materials effectively. Containing 147 separate curriculum topic study guides arranged in eleven categories that represent the major domains of science, this book provides the tools to both positively impact student learning and develop the knowledge and skills that distinguish expert science teachers from novices. Programmes d'études - Planification - États-Unis Sciences - Étude et enseignement (Secondaire) - États-Unis Naturwissenschaft Science Study and teaching (Secondary) United States Curriculum planning United States Curriculumentwicklung (DE-588)4070157-8 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Curriculumentwicklung (DE-588)4070157-8 s Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s DE-604 http://www.loc.gov/catdir/toc/ecip052/2004024592.html Table of contents HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014281203&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Keeley, Page 1954- Science curriculum topic study bridging the gap between standards and practice Programmes d'études - Planification - États-Unis Sciences - Étude et enseignement (Secondaire) - États-Unis Naturwissenschaft Science Study and teaching (Secondary) United States Curriculum planning United States Curriculumentwicklung (DE-588)4070157-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4070157-8 (DE-588)4041425-5 (DE-588)4078704-7 |
| title | Science curriculum topic study bridging the gap between standards and practice |
| title_auth | Science curriculum topic study bridging the gap between standards and practice |
| title_exact_search | Science curriculum topic study bridging the gap between standards and practice |
| title_exact_search_txtP | Science curriculum topic study bridging the gap between standards and practice |
| title_full | Science curriculum topic study bridging the gap between standards and practice Page Keeley ; foreword by Harold Pratt |
| title_fullStr | Science curriculum topic study bridging the gap between standards and practice Page Keeley ; foreword by Harold Pratt |
| title_full_unstemmed | Science curriculum topic study bridging the gap between standards and practice Page Keeley ; foreword by Harold Pratt |
| title_short | Science curriculum topic study |
| title_sort | science curriculum topic study bridging the gap between standards and practice |
| title_sub | bridging the gap between standards and practice |
| topic | Programmes d'études - Planification - États-Unis Sciences - Étude et enseignement (Secondaire) - États-Unis Naturwissenschaft Science Study and teaching (Secondary) United States Curriculum planning United States Curriculumentwicklung (DE-588)4070157-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Programmes d'études - Planification - États-Unis Sciences - Étude et enseignement (Secondaire) - États-Unis Naturwissenschaft Science Study and teaching (Secondary) United States Curriculum planning United States Curriculumentwicklung Naturwissenschaftlicher Unterricht USA |
| url | http://www.loc.gov/catdir/toc/ecip052/2004024592.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014281203&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT keeleypage sciencecurriculumtopicstudybridgingthegapbetweenstandardsandpractice |