Place-Based Scientific Inquiry
portes grátis
Place-Based Scientific Inquiry
A Practical Handbook for Teaching Outside
Stewart, Christy; Cruz, Austin; Dornhaus, Anna; Godfrey, R. Keating; Lipson, Rebecca; Sommers, Pacifica; Wong Blonder, Benjamin; Banks, Ja'Nya; Strauss, Alan; Hoskinson, Joshua S.
Taylor & Francis Ltd
03/2023
276
Mole
Inglês
9781032434155
15 a 20 dias
Descrição não disponível.
1. Introduction
1.1. A desert story
1.2. How to use the book
2. Guiding concepts
2.1. Justice-first science teaching
2.2. Place-based teaching
2.3. Inquiry-based teaching
2.4. Outdoor teaching
2.5. Centering student identity
2.6. Meeting the Next Generation Science Standards (NGSS)
2.7. Learning beyond the NGSS
2.8. Decolonizing teaching
2.9. Linking to Indigenous science
3. Setting scope and expectations
3.1. Your role as teacher
3.2. Choosing a topic
3.3. Scheduling and time considerations
3.4. Scaffolding projects into your curriculum
3.5. Cost considerations
3.6. Place considerations
3.7. Student identity considerations
3.8. Universal design, special needs, and disability
4. Acquiring resources and planning safe logistics
4.1. Partnering with volunteers
4.2. Acquiring equipment and collecting data at low cost
4.3. Safety and logistical preparation
5. Getting started via exploration and team building
5.1. Dividing students into groups
5.2. Using notebooks
5.3. Exploration, observation, and sense of place
5.4. Acquiring background information
5.5. Recognizing relationships and responsibility to place
6. Facilitating teams and resolving conflict
6.1. Small group facilitation
6.2. Setting behavioral expectations
6.3. Encouraging positive behavior from individuals
6.4. Encouraging positive behavior from groups
6.5. Team building
6.6. Team contracts and check-ins
6.7. Handling multiple groups
6.8. Getting groups back on track
7. Developing a question and study design
7.1. Facilitating question development
7.2. Building a strong question
7.3. Designing a study and using an anchor chart
7.4. Identifying multiple hypotheses and predictions, or not
8. Planning data collection
8.1. Choosing how much to measure
8.2. Choosing what to do (protocols, checklists, and datasheets)
8.3. Choosing roles
9. Collecting data outdoors
9.1. Practicing collecting data
9.2. Collecting data
9.3. Securing data
10. Analyzing and sense-making
10.1. Drawing conclusions from data
10.2. Visually interpreting results
10.3. Statistical tests
11. Reflecting and recognizing success
11.1. Reflection
11.2. Recognition
12. Sharing outcomes
12.1. How and why to share projects
12.2. Supporting presentation development
12.3. Holding a community event
13. Assessing learning
13.1. Why (or why not) to assess
13.2. Student-centered reflection and feedback
14. Conclusion
14.1. What students and teachers say
14.2. Overcoming common fears
14.3. Starting small and dreaming big
References
1.1. A desert story
1.2. How to use the book
2. Guiding concepts
2.1. Justice-first science teaching
2.2. Place-based teaching
2.3. Inquiry-based teaching
2.4. Outdoor teaching
2.5. Centering student identity
2.6. Meeting the Next Generation Science Standards (NGSS)
2.7. Learning beyond the NGSS
2.8. Decolonizing teaching
2.9. Linking to Indigenous science
3. Setting scope and expectations
3.1. Your role as teacher
3.2. Choosing a topic
3.3. Scheduling and time considerations
3.4. Scaffolding projects into your curriculum
3.5. Cost considerations
3.6. Place considerations
3.7. Student identity considerations
3.8. Universal design, special needs, and disability
4. Acquiring resources and planning safe logistics
4.1. Partnering with volunteers
4.2. Acquiring equipment and collecting data at low cost
4.3. Safety and logistical preparation
5. Getting started via exploration and team building
5.1. Dividing students into groups
5.2. Using notebooks
5.3. Exploration, observation, and sense of place
5.4. Acquiring background information
5.5. Recognizing relationships and responsibility to place
6. Facilitating teams and resolving conflict
6.1. Small group facilitation
6.2. Setting behavioral expectations
6.3. Encouraging positive behavior from individuals
6.4. Encouraging positive behavior from groups
6.5. Team building
6.6. Team contracts and check-ins
6.7. Handling multiple groups
6.8. Getting groups back on track
7. Developing a question and study design
7.1. Facilitating question development
7.2. Building a strong question
7.3. Designing a study and using an anchor chart
7.4. Identifying multiple hypotheses and predictions, or not
8. Planning data collection
8.1. Choosing how much to measure
8.2. Choosing what to do (protocols, checklists, and datasheets)
8.3. Choosing roles
9. Collecting data outdoors
9.1. Practicing collecting data
9.2. Collecting data
9.3. Securing data
10. Analyzing and sense-making
10.1. Drawing conclusions from data
10.2. Visually interpreting results
10.3. Statistical tests
11. Reflecting and recognizing success
11.1. Reflection
11.2. Recognition
12. Sharing outcomes
12.1. How and why to share projects
12.2. Supporting presentation development
12.3. Holding a community event
13. Assessing learning
13.1. Why (or why not) to assess
13.2. Student-centered reflection and feedback
14. Conclusion
14.1. What students and teachers say
14.2. Overcoming common fears
14.3. Starting small and dreaming big
References
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Science education;outdoor education;NGSS;instructional strategies;climate change;teaching strategies;Fixed Sample Length;Written Peer Feedback;Low Green Vegetation;Creative Study Design;Grade Level Differentiation;Review Rubrics;Vice Versa;Disciplinary Core Ideas;Inquiry Project;Ice Cube Tray;Low Vision Students;Anchor Chart;Scatter Plot;American Sign Language;Student Engagement;Generation Science Standards;Peer Assessments;Spine Clusters;Bar Plot;Collecting Data;Strip Plots;Unburned Plot;Natural World;Ponderosa;PVC Plastic
1. Introduction
1.1. A desert story
1.2. How to use the book
2. Guiding concepts
2.1. Justice-first science teaching
2.2. Place-based teaching
2.3. Inquiry-based teaching
2.4. Outdoor teaching
2.5. Centering student identity
2.6. Meeting the Next Generation Science Standards (NGSS)
2.7. Learning beyond the NGSS
2.8. Decolonizing teaching
2.9. Linking to Indigenous science
3. Setting scope and expectations
3.1. Your role as teacher
3.2. Choosing a topic
3.3. Scheduling and time considerations
3.4. Scaffolding projects into your curriculum
3.5. Cost considerations
3.6. Place considerations
3.7. Student identity considerations
3.8. Universal design, special needs, and disability
4. Acquiring resources and planning safe logistics
4.1. Partnering with volunteers
4.2. Acquiring equipment and collecting data at low cost
4.3. Safety and logistical preparation
5. Getting started via exploration and team building
5.1. Dividing students into groups
5.2. Using notebooks
5.3. Exploration, observation, and sense of place
5.4. Acquiring background information
5.5. Recognizing relationships and responsibility to place
6. Facilitating teams and resolving conflict
6.1. Small group facilitation
6.2. Setting behavioral expectations
6.3. Encouraging positive behavior from individuals
6.4. Encouraging positive behavior from groups
6.5. Team building
6.6. Team contracts and check-ins
6.7. Handling multiple groups
6.8. Getting groups back on track
7. Developing a question and study design
7.1. Facilitating question development
7.2. Building a strong question
7.3. Designing a study and using an anchor chart
7.4. Identifying multiple hypotheses and predictions, or not
8. Planning data collection
8.1. Choosing how much to measure
8.2. Choosing what to do (protocols, checklists, and datasheets)
8.3. Choosing roles
9. Collecting data outdoors
9.1. Practicing collecting data
9.2. Collecting data
9.3. Securing data
10. Analyzing and sense-making
10.1. Drawing conclusions from data
10.2. Visually interpreting results
10.3. Statistical tests
11. Reflecting and recognizing success
11.1. Reflection
11.2. Recognition
12. Sharing outcomes
12.1. How and why to share projects
12.2. Supporting presentation development
12.3. Holding a community event
13. Assessing learning
13.1. Why (or why not) to assess
13.2. Student-centered reflection and feedback
14. Conclusion
14.1. What students and teachers say
14.2. Overcoming common fears
14.3. Starting small and dreaming big
References
1.1. A desert story
1.2. How to use the book
2. Guiding concepts
2.1. Justice-first science teaching
2.2. Place-based teaching
2.3. Inquiry-based teaching
2.4. Outdoor teaching
2.5. Centering student identity
2.6. Meeting the Next Generation Science Standards (NGSS)
2.7. Learning beyond the NGSS
2.8. Decolonizing teaching
2.9. Linking to Indigenous science
3. Setting scope and expectations
3.1. Your role as teacher
3.2. Choosing a topic
3.3. Scheduling and time considerations
3.4. Scaffolding projects into your curriculum
3.5. Cost considerations
3.6. Place considerations
3.7. Student identity considerations
3.8. Universal design, special needs, and disability
4. Acquiring resources and planning safe logistics
4.1. Partnering with volunteers
4.2. Acquiring equipment and collecting data at low cost
4.3. Safety and logistical preparation
5. Getting started via exploration and team building
5.1. Dividing students into groups
5.2. Using notebooks
5.3. Exploration, observation, and sense of place
5.4. Acquiring background information
5.5. Recognizing relationships and responsibility to place
6. Facilitating teams and resolving conflict
6.1. Small group facilitation
6.2. Setting behavioral expectations
6.3. Encouraging positive behavior from individuals
6.4. Encouraging positive behavior from groups
6.5. Team building
6.6. Team contracts and check-ins
6.7. Handling multiple groups
6.8. Getting groups back on track
7. Developing a question and study design
7.1. Facilitating question development
7.2. Building a strong question
7.3. Designing a study and using an anchor chart
7.4. Identifying multiple hypotheses and predictions, or not
8. Planning data collection
8.1. Choosing how much to measure
8.2. Choosing what to do (protocols, checklists, and datasheets)
8.3. Choosing roles
9. Collecting data outdoors
9.1. Practicing collecting data
9.2. Collecting data
9.3. Securing data
10. Analyzing and sense-making
10.1. Drawing conclusions from data
10.2. Visually interpreting results
10.3. Statistical tests
11. Reflecting and recognizing success
11.1. Reflection
11.2. Recognition
12. Sharing outcomes
12.1. How and why to share projects
12.2. Supporting presentation development
12.3. Holding a community event
13. Assessing learning
13.1. Why (or why not) to assess
13.2. Student-centered reflection and feedback
14. Conclusion
14.1. What students and teachers say
14.2. Overcoming common fears
14.3. Starting small and dreaming big
References
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Science education;outdoor education;NGSS;instructional strategies;climate change;teaching strategies;Fixed Sample Length;Written Peer Feedback;Low Green Vegetation;Creative Study Design;Grade Level Differentiation;Review Rubrics;Vice Versa;Disciplinary Core Ideas;Inquiry Project;Ice Cube Tray;Low Vision Students;Anchor Chart;Scatter Plot;American Sign Language;Student Engagement;Generation Science Standards;Peer Assessments;Spine Clusters;Bar Plot;Collecting Data;Strip Plots;Unburned Plot;Natural World;Ponderosa;PVC Plastic
