Uncovering Student Ideas in Science, Volume 1 - Keeley, Page
79,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in 1-2 Wochen
payback
40 °P sammeln
  • Broschiertes Buch

Volume 1. This is the newest book in the bestselling Uncovering Student Ideas in Science series. Like the first edition of volume 1, this book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book includes 25 probes brief, easily administered formative assessments designed to understand your students thinking about 60 core science concepts. All probes in this new edition are provided in both Spanish and English. The detailed Teacher Notes that…mehr

Produktbeschreibung
Volume 1. This is the newest book in the bestselling Uncovering Student Ideas in Science series. Like the first edition of volume 1, this book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book includes 25 probes brief, easily administered formative assessments designed to understand your students thinking about 60 core science concepts. All probes in this new edition are provided in both Spanish and English. The detailed Teacher Notes that accompany each probe have been updated to include current research summaries, connections to A Framework for K 12 Science Education and the Next Generation Science Standards, new instructional suggestions, and related NSTA resources. These teacher materials also explain science content, present developmental considerations, and suggest instructional approaches for elementary, middle, and high school students. Other books may discuss students general misconceptions about scientific ideas. Only this one provides single, reproducible sheets you can use to determine students thinking about, for example, Moon phases, conservation of matter, reflection, chemical change, and cells. All probes have been field-tested with hundreds of students across multiple grade levels, so they re proven effective for helping your students reveal, reexamine, and further develop their understanding of science concepts.--
Autorenporträt
Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K–8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).  Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.