Hard-to-teach Biology Concepts

Hard-to-teach Biology Concepts

Author: Susan Koba

Publisher: NSTA Press

ISBN: 9781933531410

Category: Science

Page: 260

View: 188

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This well-researched book provides a valuable instructional framework for high school biology teachers as they tackle five particularly challenging concepts in their classrooms, meiosis, photosynthesis, natural selection, proteins and genes, and environmental systems and human impact. The author counsels educators first to identify students' prior conceptions, especially misconceptions, related to the concept being taught, then to select teaching strategies that best dispel the misunderstandings and promote the greatest student learning. The book is not a prescribred set of lesson plans. Rather it presents a framework for lesson planning, shares appropriate approaches for developing student understanding, and provides opportunities to reflect and apply those approached to the five hard-to-teach topics. More than 300 teacher resources are listed.

Hard-To-Teach Biology Concepts, Revised 2nd Edition

Hard-To-Teach Biology Concepts, Revised 2nd Edition

Author: Susan Koba

Publisher:

ISBN: 1938946480

Category: Biology

Page: 336

View: 732

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You know it's tough to convey some foundational biology concepts. This thoroughly revised book is designed to support you as you plan and implement NGSS-aligned lessons that will engage students with biology concepts that many find especially challenging. The book is organized into two parts that feature an instructional framework and resources that support framework implementation and is designed for both veteran teachers and newcomers to the classroom. Part I, The Toolbox, introduces a research-based Instructional Planning Framework that helps you to understand the learning needs your students bring to class, incorporate appropriate teaching strategies and interpret the framework and teaching tools through the lens of NGSS. Part II, Toolbox Implementation, models use of the framework with four -hard-to-teach topics, all different from the ones in the book's first edtion. Contributing authors show you how the framework helps teach the NGSS's four disciplinary core ideas: growth and development of organisms, ecosystems, heredity, and biological evolution. As the contributing authors make clear, the teaching models are specific and help to make student thinking visible, but they don't presume to dictate what's right for you. Rather, the book will open your mind to fresh, effective ways to help biology students deepen their conceptual understanding based on what works best for them and you in today's classrooms.

Hard-to-Teach Science Concepts

Hard-to-Teach Science Concepts

Author: Susan B. Koba

Publisher: NSTA Press

ISBN: 9781936137459

Category: Education

Page: 273

View: 927

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Authors Susan Koba and Carol Mitchell introduce teachers of grades 3OCo5 to their conceptual framework for successful instruction of hard-to-teach science concepts. Their methodology comprises four steps: (1) engage students about their preconceptions and address their thinking; (2) target lessons to be learned; (3) determine appropriate strategies; and (4) use Standards-based teaching that builds on student understandings."

Uncovering Student Ideas in Life Science

Uncovering Student Ideas in Life Science

Author: Page Keeley

Publisher: NSTA Press

ISBN: 9781936137510

Category: Science

Page: 185

View: 418

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Author Page Keeley continues to provide KOCo12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroomOCothe formative assessment probeOCoin this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series. Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology."

Teacher Learning in the Digital Age

Teacher Learning in the Digital Age

Author: Chris Dede

Publisher: Harvard Education Press

ISBN: 9781612508993

Category: Education

Page: 304

View: 881

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With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings. “As teacher development moves online,” the editors argue, “it’s important to ask what works and what doesn’t and for whom,” They address these questions by gathering the feedback of many of the top researchers, developers, and providers working in the field today. Filled with abundant resources, Teacher Learning in the Digital Age reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support formal, as well as informal, teacher learning.

Fuel for Thought

Fuel for Thought

Author: Steve Metz

Publisher: NSTA Press

ISBN: 9781936959938

Category: Science

Page: 409

View: 481

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The concept of energy is central to all the science disciplines, seamlessly connecting science, technology, and mathematics. For high school and upper middle school teachers, this compendium comprises inquiry-based activities, lesson plans, and case studies designed to help teach increased awareness of energy, environmental concepts, and the related issues.

Designing and Teaching the Secondary Science Methods Course

Designing and Teaching the Secondary Science Methods Course

Author: Aaron J. Sickel

Publisher: Springer

ISBN: 9789463008815

Category: Education

Page: 8

View: 696

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The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation of science teachers is essential in achieving these outcomes. A critical component of science teacher education is the methods course, where pedagogy and content coalesce. It is here that future science teachers begin to focus simultaneously on the knowledge, dispositions and skills for teaching secondary science in meaningful and effective ways. This book provides a comparison of secondary science methods courses from teacher education programs all over the world. Each chapter provides detailed descriptions of the national context, course design, teaching strategies, and assessments used within a particular science methods course, and is written by teacher educators who actively research science teacher education. The final chapter provides a synthesis of common themes and unique features across contexts, and offers directions for future research on science methods courses. This book offers a unique combination of ‘behind the scenes’ thinking for secondary science methods course designs along with practical teaching and assessment strategies, and will be a useful resource for teacher educators in a variety of international contexts.

Writing-Intensive

Writing-Intensive

Author: Wendy Strachan

Publisher: University Press of Colorado

ISBN: 9780874217049

Category: Education

Page: 290

View: 758

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In one of the few book-length studies of a major post-secondary writing-across-the-curriculum initiative from concept to implementation, Writing-Intensive traces the process of preparation for new writing requirements across the undergraduate curriculum at Simon Fraser University, a mid-sized Canadian research university. As faculty members across campus were selected to pilot writing-intensive courses, and as administrators and committees adjusted the process toward full implementation, planners grounded their pedagogy in genre theory—a new approach for many non-composition faculty. So doing, the initiative aimed to establish a coherent yet rhetorically flexible framework through which students might improve their writing in all disciplines. Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus. A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.

Computers, Teachers, Peers

Computers, Teachers, Peers

Author: Marcia C. Linn

Publisher: Routledge

ISBN: 9781135666705

Category: Education

Page: 497

View: 755

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Linn and Hsi show how computers, teachers, and peers can serve as learning partners--helping students build on their ideas and become lifelong science learners. They invite everyone interested in improving science education to build on their experiences, share insights on the Internet, and create instruction. Computers, Teachers, Peers: * offers case studies to bring the ideas of students learning science to life. *Join Sasha, Chris, Pat, and Lee as they try to make sense of experiments using computers to display data in real time;* * provides principles to help teachers improve their instruction, use technology better, and inspire more students to love science. *Find out how to use visualization tools, online discussion, and more to make science relevant;* * gives researchers and instructional designers a model for effective research and curriculum design. *Linn and Hsi report that the partnership approach to research resulted in a 400% increase in student understanding of science;* * helps schools develop technology plans that continuously improve science instruction. *Find out how schools can design better ways to use technology for learning;* * describes a partnership inquiry process where science teachers, science education researchers, discipline specialists, and technologists consider each others' perspectives and jointly design instruction. *Boys and girls are equally successful in the resulting science courses;* and * features practical tools for learning and instruction, including "Points to Ponder"--to encourage reflection on the ideas in each chapter (partnership groups or classes might use the points as discussion starters or assignments), and "Ask Mr. K."--an interview, in each chapter, with the classroom teacher who was a founding member of the CLP partnership (in these interviews Mr. K. adds insights from his own classroom experiences). This book is supplemented by a CD-ROM (included in each copy) and a Web site (www.clp.berkeley.edu) with the Computers as Learning Partners curriculum, lesson plans, a Quicktime virtual reality visit to the classroom, copies of assessments, opportunities to join partnerships, and more. For readers who wish for more information, Related Readings are cited, including works by authors mentioned in each chapter. Additional works by other authors who inspired the authors appear in the bibliography, on the website, and on the CD-ROM. An annotated bibliography of papers by the members of the CLP partnership also appears at the website and on the CD-ROM.

Handbook of Research on Science Education

Handbook of Research on Science Education

Author: Norman G. Lederman

Publisher: Routledge

ISBN: 9781136221972

Category: Education

Page: 970

View: 361

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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.