Science Learning and Instruction

Taking Advantage of Technology to Promote Knowledge Integration

Nonfiction, Reference & Language, Education & Teaching, Teaching, Computers & Technology, Teaching Methods
Cover of the book Science Learning and Instruction by Marcia C. Linn, Bat-Sheva Eylon, Taylor and Francis
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Author: Marcia C. Linn, Bat-Sheva Eylon ISBN: 9781136655968
Publisher: Taylor and Francis Publication: May 20, 2011
Imprint: Routledge Language: English
Author: Marcia C. Linn, Bat-Sheva Eylon
ISBN: 9781136655968
Publisher: Taylor and Francis
Publication: May 20, 2011
Imprint: Routledge
Language: English

Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.

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Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.

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