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Not This but That Ser: No More Science Kits or Texts in Isolation by J Barber SC
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CircaEUR 7,66
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Ritiro:
Ritiro gratuito dell'oggetto in zona da Woburn, Massachusetts, Stati Uniti.
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US $4,40 (circa EUR 3,75) USPS Media MailTM.
Oggetto che si trova a: Woburn, Massachusetts, Stati Uniti
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Consegna prevista tra il gio 9 ott e il gio 16 ott a 94104
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Numero oggetto eBay:335950129648
Specifiche dell'oggetto
- Condizione
- ISBN
- 9780325112329
Informazioni su questo prodotto
Product Identifiers
Publisher
Heinemann
ISBN-10
0325112320
ISBN-13
9780325112329
eBay Product ID (ePID)
9038289600
Product Key Features
Educational Level
High School, Elementary School
Number of Pages
128 Pages
Language
English
Publication Name
Science : No more Science Kits or Texts in Isolation
Subject
General, Teaching Methods & Materials / Science & Technology
Publication Year
2019
Type
Study Guide
Subject Area
Education
Series
Not This, but That Ser.
Format
Trade Paperback
Dimensions
Item Height
0.3 in
Item Weight
6.4 Oz
Item Length
9 in
Item Width
6.1 in
Additional Product Features
Intended Audience
Elementary/High School
LCCN
2019-014600
Dewey Edition
23
Grade From
Kindergarten
Dewey Decimal
372.35/044
Grade To
Fifth Grade
Table Of Content
SECTION 1: NOT THIS All-Text Science or No-Text Science Fitting It All In Goldilocks Was Searching for the Right Thing SECTION 2: WHY NOT? WHAT WORKS? How Integrating Science and Literacy Instruction Supports Students in Both Areas The Authentic Role of Literacy in Science Principle 1: Frame Student Investigations with a Scientific Purpose Principle 2: Integrate "Hands-on" Science with Literacy to Support Science Learning Principle 3: Help Students Read, Write, and Discuss Text in Science SECTION 3: BUT THAT Incorporating Literacy Practices That Are Authentic to Science Principle 1: Frame Student Investigations with a Scientific Purpose Principle 2: Integrate "Hands-on" Science with Literacy to Support Science Learning Principle 3: Help Students Read, Write, and Discuss Text in Science Afterward Nell K. Duke
Synopsis
It is common to engage students in the process of science, using mostly hands-on activities, and equally common to provide students with only science knowledge through mostly text-based experiences. Neither of these approaches is authentic to how scientists make sense of the world. Both fail to connect those experiences to the larger purpose of science. In this book Jacquey and Gina show you why, and how integrating science and literacy instruction supports students' understanding of and engagement in both. Using research as their guide, Jacquey and Gina show you how to integrate science and literacy learning in a way that reflects the authentic ways scientists work. The authors have identified three key principles supporting this integration: Principle #1: Frame student investigations with a scientific purpose. Principle #2: Integrate "hands-on" science with literacy to support science learning. Principle #3: Help students engage with text in science. Throughout the book, they describe research that supports each principle and share examples of effective integration in the classroom that enhance students' science learning, reading and writing growth, and motivation. To avoid the trap of textbook-only science or inquiry-only science, we need to aim for synergy - engaging students in using firsthand experiences and text-based experiences as connected parts of investigating questions about the natural world., It is common to engage students in the process of science, using mostly hands-on activities, and equally common to provide students with only science knowledge through mostly text-based experiences. Neither of these approaches is authentic to how scientists make sense of the world. Both fail to connect those experiences to the larger purpose of science. In this book Jacquey and Gina show you why, and how integrating science and literacy instruction supports students' understanding of and engagement in both. Using research as their guide, Jacquey and Gina show you how to integrate science and literacy learning in a way that reflects the authentic ways scientists work. The authors have identified three key principles supporting this integration: Principle #1: Frame student investigations with a scientific purpose. Principle #2: Integrate hands-on science with literacy to support science learning. Principle #3: Help students engage with text in science. Throughout the book, they describe research that supports each principle and share examples of effective integration in the classroom that enhance students' science learning, reading and writing growth, and motivation. To avoid the trap of textbook-only science or inquiry-only science, we need to aim for synergy - engaging students in using firsthand experiences and text-based experiences as connected parts of investigating questions about the natural world.
LC Classification Number
LB1585.3.B35 2019
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