Science teachers' learning :: enhancing opportunities, creating supportive contexts /
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...
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| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Washington, DC :
The National Academies Press,
[2015]
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | Title from PDF title page (National Academies Press, viewed January 20, 2016). |
| Beschreibung: | 1 online resource (xiv, 242 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9780309380195 0309380197 |
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| 110 | 2 | |a National Academies of Sciences, Engineering, and Medicine (U.S.). |b Committee on Strengthening Science Education through a Teacher Learning Continuum. | |
| 245 | 1 | 0 | |a Science teachers' learning : |b enhancing opportunities, creating supportive contexts / |c Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine. |
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| 505 | 0 | |a Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff. | |
| 520 | |a 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. | ||
| 500 | |a Title from PDF title page (National Academies Press, viewed January 20, 2016). | ||
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| 650 | 6 | |a Next Generation Science Standards (Éducation) | |
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| 700 | 1 | |a Schweingruber, Heidi A., |e editor. | |
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| contents | Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff. |
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| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:00Z |
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| isbn | 9780309380195 0309380197 |
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| publisher | The National Academies Press, |
| record_format | marc |
| spelling | National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on Strengthening Science Education through a Teacher Learning Continuum. Science teachers' learning : enhancing opportunities, creating supportive contexts / Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine. Washington, DC : The National Academies Press, [2015] ©2015 1 online resource (xiv, 242 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff. 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. Title from PDF title page (National Academies Press, viewed January 20, 2016). Science Study and teaching (Elementary) Standards United States. Science Study and teaching (Middle school) Standards United States. Science Study and teaching (Secondary) Standards United States. Next Generation Science Standards (Education) http://id.loc.gov/authorities/subjects/sh2015000485 Sciences Étude et enseignement (Primaire) Normes États-Unis. Sciences Étude et enseignement (École moyenne) Normes États-Unis. Sciences Étude et enseignement (Secondaire) Normes États-Unis. Next Generation Science Standards (Éducation) EDUCATION Elementary. bisacsh Next Generation Science Standards (Education) fast Science Study and teaching (Elementary) Standards fast Science Study and teaching (Secondary) Standards fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Wilson, Suzanne M., 1955- editor. https://id.oclc.org/worldcat/entity/E39PCjDTd3CxQX7D7wVVGfQCV3 http://id.loc.gov/authorities/names/n2002017932 Schweingruber, Heidi A., editor. Nielsen, Natalie, 1966- editor. https://id.oclc.org/worldcat/entity/E39PCjvJfv8b7HGPQhT4RxT7f3 http://id.loc.gov/authorities/names/no2011071598 Print version: 9780309380188 (OCoLC)933438381 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1131270 Volltext |
| spellingShingle | Science teachers' learning : enhancing opportunities, creating supportive contexts / Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff. Science Study and teaching (Elementary) Standards United States. Science Study and teaching (Middle school) Standards United States. Science Study and teaching (Secondary) Standards United States. Next Generation Science Standards (Education) http://id.loc.gov/authorities/subjects/sh2015000485 Sciences Étude et enseignement (Primaire) Normes États-Unis. Sciences Étude et enseignement (École moyenne) Normes États-Unis. Sciences Étude et enseignement (Secondaire) Normes États-Unis. Next Generation Science Standards (Éducation) EDUCATION Elementary. bisacsh Next Generation Science Standards (Education) fast Science Study and teaching (Elementary) Standards fast Science Study and teaching (Secondary) Standards fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2015000485 |
| title | Science teachers' learning : enhancing opportunities, creating supportive contexts / |
| title_auth | Science teachers' learning : enhancing opportunities, creating supportive contexts / |
| title_exact_search | Science teachers' learning : enhancing opportunities, creating supportive contexts / |
| title_full | Science teachers' learning : enhancing opportunities, creating supportive contexts / Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine. |
| title_fullStr | Science teachers' learning : enhancing opportunities, creating supportive contexts / Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine. |
| title_full_unstemmed | Science teachers' learning : enhancing opportunities, creating supportive contexts / Committee on Strengthening Science Education through a Teacher Learning Continuum ; Suzanne Wilson, Heidi Schweingruber, and Natalie Nielsen, editors ; Board on Science Education, Teacher Advisory Council, Division of Behavioral and Social Sciences and Education, the National Academies of Sciences, Engineering, Medicine. |
| title_short | Science teachers' learning : |
| title_sort | science teachers learning enhancing opportunities creating supportive contexts |
| title_sub | enhancing opportunities, creating supportive contexts / |
| topic | Science Study and teaching (Elementary) Standards United States. Science Study and teaching (Middle school) Standards United States. Science Study and teaching (Secondary) Standards United States. Next Generation Science Standards (Education) http://id.loc.gov/authorities/subjects/sh2015000485 Sciences Étude et enseignement (Primaire) Normes États-Unis. Sciences Étude et enseignement (École moyenne) Normes États-Unis. Sciences Étude et enseignement (Secondaire) Normes États-Unis. Next Generation Science Standards (Éducation) EDUCATION Elementary. bisacsh Next Generation Science Standards (Education) fast Science Study and teaching (Elementary) Standards fast Science Study and teaching (Secondary) Standards fast |
| topic_facet | Science Study and teaching (Elementary) Standards United States. Science Study and teaching (Middle school) Standards United States. Science Study and teaching (Secondary) Standards United States. Next Generation Science Standards (Education) Sciences Étude et enseignement (Primaire) Normes États-Unis. Sciences Étude et enseignement (École moyenne) Normes États-Unis. Sciences Étude et enseignement (Secondaire) Normes États-Unis. Next Generation Science Standards (Éducation) EDUCATION Elementary. Science Study and teaching (Elementary) Standards Science Study and teaching (Secondary) Standards United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1131270 |
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