Essentials of Science Classroom Assessment is a supplementary text for a science methods course or a core textbook for courses in science assessment. Grounded in the constructivist inquiry approach to science teaching and learning, the text will bridges science assessment research and practice, and connects explicitly science assessment and learning. This book will help students in science methods courses to develop essential skills in conducting science assessment to support student learning. The chapters parallel a typical structure of a science methods course, making the integration of this text into a science methods course seamless. Due to its practical and concise nature, this book is also ideal for practicing science teachers to use as a professional development resource.
'The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas...Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity in science' - ESCalate Why do pupils' learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject? This book combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings. Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start 'doing science properly', as if from scratch. The damage that this false view can do to pupils' learning, motivation and confidence is clear. This book will help teachers to assess children's prior knowledge effectively and build meaningful and enjoyable science lessons.
'The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas...Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity in science' - ESCalate Why do pupils' learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject? This book combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings. Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start 'doing science properly', as if from scratch. The damage that this false view can do to pupils' learning, motivation and confidence is clear. This book will help teachers to assess children's prior knowledge effectively and build meaningful and enjoyable science lessons.
"The strategies align with what our preservice and veteran teachers need to teach in today's classrooms. From newspapers, magazines, and research reports to adolescent trade books, the authors offer numerous strategies for supplementing science classes with various reading materials." -Amy M. Rogers, Instructor of Education Lycoming College, Williamsport, PA Combine literacy and inquiry-based instruction to advance student achievement in science! Integrating reading and writing with inquiry in the science classroom can present a challenge for teachers who may not have a background in reading instruction and who may be concerned about how to strengthen students' literacy skills while effectively teaching science content. In this timely resource, Kathleen Chamberlain and Christine Corby Crane demonstrate how nurturing strong communication skills can have a significant impact on student performance, and provide research-based strategies for successfully integrating literacy skills with science instruction. Packed with information about reading and writing pedagogy, science standards, adolescent and young adult literature, and lesson design, this book: Addresses the relationship between reading and science education, including the use of textbooks and other materials Offers methods for teaching writing in the science classroom Highlights the role of technology in enhancing students' science knowledge Includes sample lesson plans, graphic organizers, and templates suitable for any secondary science classroom, with modifications for students with special needs The ultimate blend of theory and practice, Reading, Writing, and Inquiry in the Science Classroom, Grades 6-12 helps educators foster the skills to communicate science ideas and experiences and give students an academic advantage.
"The strategies align with what our preservice and veteran teachers need to teach in today's classrooms. From newspapers, magazines, and research reports to adolescent trade books, the authors offer numerous strategies for supplementing science classes with various reading materials." -Amy M. Rogers, Instructor of Education Lycoming College, Williamsport, PA Combine literacy and inquiry-based instruction to advance student achievement in science! Integrating reading and writing with inquiry in the science classroom can present a challenge for teachers who may not have a background in reading instruction and who may be concerned about how to strengthen students' literacy skills while effectively teaching science content. In this timely resource, Kathleen Chamberlain and Christine Corby Crane demonstrate how nurturing strong communication skills can have a significant impact on student performance, and provide research-based strategies for successfully integrating literacy skills with science instruction. Packed with information about reading and writing pedagogy, science standards, adolescent and young adult literature, and lesson design, this book: Addresses the relationship between reading and science education, including the use of textbooks and other materials Offers methods for teaching writing in the science classroom Highlights the role of technology in enhancing students' science knowledge Includes sample lesson plans, graphic organizers, and templates suitable for any secondary science classroom, with modifications for students with special needs The ultimate blend of theory and practice, Reading, Writing, and Inquiry in the Science Classroom, Grades 6-12 helps educators foster the skills to communicate science ideas and experiences and give students an academic advantage.
This user-friendly resource defines formative assessment and provides strategies for embedding formative assessment into the K-8 science curriculum. Based on the IDEA approach: Introduce, Discuss, Elaborate, and Apply this research-based book guides readers through discussions, 'thought and reflection' activities, analyses of assessment techniques, and applications to classroom practice. Formative Assessment Strategies for Enhanced Learning in Science, K-8 demonstrates how teachers can use various models of formative assessments to instruct, monitor student progress, and evaluate learning, helping to broaden teachers' understanding of assessment and how assessment tools can be used to guide successful standards-based teaching and learning in science. To support teachers' application of formative assessments in the classroom, the author covers: "a framework for planning and implementing high quality instruction and formative assessments "planning guides with examples and suggestions for differentiating instruction "rubrics as a means of discovering student strengths and weaknesses "additional specific tools for collecting student data to inform instructional decisions
Science learning has not always kept pace with demands for improvement in reading and math test scores, but adaptable thinking and learning in science are essential competencies for learners who will need to keep up with accelerating demands in high school, college, and the workplace for technological knowledge and skills. Using the accessible and proven instructional strategies introduced in Differentiated Instructional Strategies: One Size Doesn't Fit All (Corwin, 2002), authors Gayle Gregory and Elizabeth Hammerman provide an expanded approach to creating science classrooms where learners thrive and succeed. Topics include: - Encouraging inquiry, trust, and relaxed alertness for learners - Creating hands-on performance tasks and rubrics applicable to real life settings - Using data to assess learner knowledge and achievement gaps against grade-level standards -Continuous assessment before, during, and after learning - Methods for engaging emerging learners, developing learners, and fluent learners at all stages of development - Ready-to-use strategies for inquiry-based learning, inexpensive hands-on learning, problem-based learning, cooperative learning, focus and sponge activities, graphic organizers, choice boards, and more - Management and pacing strategies for the differentiated science classroom. A generous collection of templates, planners, checklists, rubrics, and graphic organizers will be included in the text. Standards-based sample lessons will be offered for grades K-8.
A blueprint for science lessons that develop students' higher-level thinking skills! This second edition of Catch Them Thinking in Science offers easy-to-use strategies to help students gather, process, analyze, and apply information throughout the science curriculum. The author presents units of study that align with national science standards and offers strategies for cooperative learning groups to increase student comprehension in science. Providing a research-based rationale for each activity and strategy, this revised edition includes: Updated researchA new section on designing your own science activitiesAn expanded discussion of assessment methodsAn assortment of handy reproducibles to use with your lesson plans
