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Big Science for Growing Minds Constructivist Classrooms for Young Thinkers

ISBN-10: 0807751952
ISBN-13: 9780807751954
Edition: 2011
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Description: There is strong evidence in recent brain research for why the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education  More...

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Book details

List price: $28.95
Copyright year: 2011
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 6/8/2012
Binding: Paperback
Pages: 192
Size: 7.00" wide x 10.00" long x 0.50" tall
Weight: 0.990

There is strong evidence in recent brain research for why the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or "big ideas." Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create a safe classroom setting that fosters hands-on learning and exploration of real-life problems. The text includes classroom activities that connect science learning to mathematics, technology, art, and literacy.

Joseph P. McDonald�is professor of teaching and learning at the Steinhardt School of Culture, Education, and Human Development at New York University. He is the author or coauthor of many books, including, most recently,�Going Online with Protocols�and�Going to Scale with New School Designs.

Foreword
Acknowledgments
Introduction
Science in Early Childhood
Young Scientists with Growing Ideas
Children Grow Up by Growing Ideas
Children Grow Smart by Growing Ideas
Constructivist Classrooms
Professional Knowledge Standards
Technology for Young Citizens
The Importance of Simple
Spaces for Growing Ideas
National Science Education Standards
A Simple Message
A Constructivist View of Learning
Building Big Ideas
Problems of Emerging Relevance
Points of View
Tie Teaching to Assessment
The Pursuit of Making Sense
Deliver Opportunities, Not Concepts
How We Learn Determines What We Learn
Can Classrooms Really Work That Way?
Learning to Care and Caring to Learn
Teach-Assess-Reflect Cycle
Good Curriculum, Good Behavior
When Good Curriculum Is Not Enough
Assessment Within Teaching
Errors Lead to Truths
The Productivity of Wrong Answers
Structured Reflection
Becoming a Master Learner
Reflection in Steps
Ever a Learner
Landscapes for Learning Science
Science as Disciplined Wonder
Amazing Ideas Begin with Wondering
Wondering Within the Curriculum
Classifying: What Not to Do
Classifying: Another Try
Classifying: Inventive Perspectives
Classroom Structure
From Procedures to Concepts
Artful Guidance
Teacher as Provocateur
Science Learning Within Family, Community, and Nature
Laboratories Everywhere
Childhood Physics: A Cargo-Crossing Challenge
Learning in Nature
Mindful Engagement
A Lesson as a Journey
Science of Learning
Children's Emerging Capacities
New Questions About Old Ideas
Two Sides of Learning
Mental Structures
Reflective Abstraction and Theory of Mind
Learning That Transfers
Neuroscience Research
Classroom Research
Liberty and Science for All
Spaces of Liberty
The Richness of Differences
Children with Limited English Proficiency
Children with Special Needs
Collaborative Settings
The Learning Context
Negotiating the Science Curriculum
Meaningful Curriculum
Designing Better Science Lessons84
Thinking with Children, Not for Children
Animals That Live in the Cold: An Example Unit
Understanding Content and Cognition
From Unifying Science Concepts to Curriculum
Unifying Science Concepts
A New Perspective on Teaching Science
The Search for Patterns
Topics, Concepts, and Key Ideas
Simple and Complex All at Once
Learning from Some Great Scientists
Collective Scientific Thinking
Unifying Concepts: The Physical Environment
Relate Form and Function
Look at Whole Systems and Their Order and Organization
Examine Equilibrium and Evolution105
Make Models, Collect Evidence, and Offer Explanations
Measure What Changes and What Stays Constant
Planning a Lesson Using Unifying Concepts
Water Studies: A Physics Unit
Concepts: The Living Environment
Relate Form and Function
Look at Whole Systems and Their Order and Organization
Examine Equilibrium and Evolution
Make Models, Collect Evidence, and Offer Explanations
Measure What Changes and What Stays Constant
Plant Growth: A Biology Unit
From Curriculum to the Wonder of Science
Science in the Shopping Cart: A Chemistry Unit
Clean-Up Time
Color Without Crayons
Shake It Up
Sticking Together
Cover with Crackers
Water, Soil, Sand, and Salt: An Earth Science Unit
At Water's Edge
Squeaky-Clean Water
Fruits in a Flood
Waterwheels at Work
Sand from Shore and Store
Putting It All Together
The Classroom as Laboratory
"Verbs" for Learning Science
Lesson Plan Model
Becoming a Professional
Conflicting Messages
A Simple Message
References
Index
About the Author

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