Brain-Compatible Science

2. Auflage 2006
ISBN: 978-1-4129-3996-6
Verlag: Corwin

Buch, Englisch, 248 Seiten, Format (B × H): 216 mm x 280 mm, Gewicht: 639 g

"Very useful to K-12 classroom teachers and preservice teachers. The examples, vignettes, cases, and stories are powerful, and the lesson plans are well done and easy to use."
--Mandy Frantti, Science and Mathematics Teacher
Munising High School, MI

"The author focuses on science as a process, uses familiar examples to explain abstract principles, and provides detailed lessons that align with national science standards, connect to other content areas, and scaffold the development of additional lessons."
--Sally Berman, Educational Consultant and Former Science Teacher
Ontonagon, MI

Fully engage your students in science instruction that promotes deep understanding of essential concepts.

Gain fresh insights for teaching, learning, and assessing knowledge of critical science concepts through the exploration of research-based practices for science education. Brain-Compatible Science, Second Edition shows teachers how to incorporate practices such as constructivism and inquiry-based learning into their science instruction to help students move beyond memorizing facts to deeper levels of understanding.

Linked to National Science Education Standards, this resource also provides an abundance of fully developed science lessons that give students maximum exposure to new ideas and ways of thinking. Easily adapted to any science curriculum, the lessons include:

- Learning objectives, assessment rubrics, and checklists - Background information - Pre-activity discussions with step-by-step procedures - Reproducible pages - Closure and extension suggestions

This powerful model of science instruction invites students into a process of meaningful inquiry, helping them develop positive attitudes about science, and ensuring that they understand important concepts and principles.

Autoren/Hrsg.

Mangan, Margaret Angermeyer

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Ausbildung, Jobs, Karriere: Naturwissenschaften, Technik, Medizin

Inhaltsverzeichnis

Listing of Figures
Preface
Acknowledgments
About the Author
Introduction: Envisioning a New Paradigm for Science Education
I. Chaos Theory
1. Fractals: A Metaphor for Constructivism, Patterns, and Perspective
2. Iteration: A Metaphor for Change in Science Curriculum and Information Management
3. Sensitive Dependence on Initial Conditions: A Metaphor for Change in Gender Equity and Diversity
4. Strange Attractors, Phase Space, and Phase Portraits: A Metaphor for Change in Learning Environments and Habits of Mind
5. Bifurcations and Period Doubling: A Metaphor Featuring Choices, Joy, and Surprise
6. Turbulence: A Changing Perspective of Discipline and Classroom Management
II. New Science Principles: Implications of New Science Principles for Science Education
7. A New Look at Evolutionary Biology: A Metaphor for Change in Curriculum Integration and Localization
8. A New Look at Self-Organization: A Metaphor for Change in Knowledge Construction
9. Dissipative Structures: A Metaphor to Emphasize the Significance of Community and Values
10. Quantum Mechanics: A Metaphor for Change in the Power of Relationships, Energy, and Paradox
III. Chaos Theory and New Science Principles Summary
Glossary
References
Index

Über Autor(innen)

Mangan, Margaret Angermeyer
Margaret Mangan is an award-winning educator whose teaching experience spans 36 years and grades 1 through 8 in Wisconsin schools. Most recently, Margaret taught science at Whitefish Bay Middle School, and prior to that was a science specialist for elementary schools in Whitefish Bay. Operating from a cart, Margaret traveled to forty-one classrooms a week to teach hands-on science to first through fifth graders. Drawing from inquiry, constructivist, and brain-based learning models, Margaret uses a variety of teaching strategies that address diverse learning styles. In addition to working with students, Margaret presents hands-on science workshops for educators. Margaret has a Master’s of Education in professional development with an emphasis in science education from Cardinal Stritch University in Milwaukee.