Science Education

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	NEW PUBLICATION! Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms (2008), based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone including parents directly or indirectly involved in the teaching of science. Order Now
	PRE-PUBLICATION NASA’s Elementary and Secondary Education Program: Review and Critique (2008) The Board on Science Education (BOSE) was charged by Congress, with sponsorship from NASA, to evaluate the National Aeronautics and Space Administration’s (NASA) pre-college science, technology, and mathematics education programs. This report reviews NASA’s elementary and secondary education program. Click here to read and order the report Click here for more information on the study and its committee.
	Learning Science in Informal Environments: A Review of the Research Past, Present, and Future: This consensus study draws together the disparate informal science literatures, synthesize the state of knowledge, and articulate a common framework for the next generation of research on informal science learning. Some of the guiding questions asked of the expert committee include: What evidence is there that learners acquire concepts, ways of thinking, attitudes, and aesthetic appreciation in informal science settings? What kinds of informal learning environments best support learning of current scientific issues and concerns (e.g., global warming)? What is known about the cumulative effects of science learning across time and contexts? How do learners (young, middle-aged, adolescent, older adults) utilize informal science learning opportunities? Click here for more information on the study and its committee.
	Understanding and Improving K-12 Engineering Education in the United States is a collaboration between the National Academy of Engineering (NAE) and the Board on Science Education (BOSE) to provide guidance to key stakeholders regarding the creation and implementation of K-12 engineering curricula and instructional practices. A number of initiatives in the United States promote opportunities for K-12 students to learn engineering. For the most part, however, there is little evidence of what works, little agreement about how these efforts might be judged, and little understanding among the policy and practitioner communities about which initiatives sit on stronger or weaker theoretical foundations. This study will draw together the disparate informal science literatures, synthesize the state of knowledge, and articulate a common framework for the next generation of research on pre-college engineering education. Click here for more information on the study.

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Featured Reports

	Taking Science to School: Learning and Teaching in Science in Grades K-8 (2007) Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: 1) When do children begin to learn about science? Are there critical stages in a child s development of such scientific concepts as mass or animate objects? 2) What role does non-school learning play in children s knowledge of science? 3) How can science education capitalize on children s natural curiosity? 4) What are the best tasks for books, lectures, and hands-on learning? and 5) How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children’s learning of science about the role of research and evidence. This book is an essential resource for everyone involved in K-8 science education teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. Order Now | Read the Report Online | Executive Summary PDF
	America’s Lab Report: Investigations in High School Science (2005) This report is an objective examination of high school science laboratories and looks at a range of questions about how laboratory experiences fit into U.S. high schools: 1) What is effective laboratory teaching? 2) What does research tell us about learning in high school science labs? 3) How should student learning in laboratory experiences be assessed? 4) Do all student have access to laboratory experiences? 5) What changes need to be made to improve laboratory experiences for high school students? And 6) How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, each component of this system warrants careful analysis. No part of the high school curriculum should escape scrutiny.  Based on the evidence, this report identifies a set of goals for science laboratories and outlines principles of instructional design that can help laboratory experiences achieve their intended learning outcomes.  The context and policy issues related to providing quality laboratory experiences are then considered and include attention to teacher preparation and professional development, laboratory facilities, school organization, and state standards. Order Now | Read the Report Online | Executive Summary PDF
	Systems of State Science Assessment (2005) In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. The book is a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education. Order Now | Read the Report Online | Executive Summary PDF

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NRC Units with Projects/Reports in the Topic Center for Education Board on Behavioral, Cognitive, and Sensory Sciences Board on Life Sciences Board on Science Education Board on Testing and Assessment

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More NRC Publications

	How Students Learn: Science in the Classroom (2005) builds on the discoveries detailed in the best-selling How People Learn. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. You may read and search the full text of the book online at http://books.nap.edu/catalog/11102.html
	Mathematical and Scientific Development in Early Childhood: A Workshop Summary (2005) describes the discussions that took place at a workshop examining research on the ways children’s cognitive capacities can serve as building blocks in the development of mathematical and scientific understanding. You may read and search the full text of this book online at http://www.nap.edu/catalog/11178.html
	Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering and Mathematics (2003) offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. You may read and search the full text of this book online at http://www.nap.edu/catalog/10024.html
	Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop (2003) summarizes a workshop where participants explored the measures of undergraduate learning in STEM courses and the institutional characteristics that promote quality STEM education. You may read and search the full text of this book online at http://www.nap.edu/catalog/10711.html
	What is the Influence of the National Science Education Standards? Reviewing the Evidence, A Workshop Summary (2003) includes a summary of the workshop, the five commissioned review papers, a master list of all references found in the literature search, and annotations for studies that provide the evidence for the reviews. You may read and search the full text of this book online at http://www.nap.edu/catalog/10618.html
	BIO2010: Transforming Undergraduate Education for Future Research Biologists (2003) provides a blueprint for bringing undergraduate biology education up to the speed of today’s research fast track. The committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10497
	Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) looks at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10129
	Classroom Assessment and the National Science Education Standards (2001) focuses on a key kind of assessment— the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. The volume discusses how classroom assessment differs from conventional testing and grading—and how it fits into the larger, comprehensive assessment system. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=9847
	Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (2000) is a practical guide to teaching inquiry and teaching through inquiry, as recommended in the National Science Education Standards by explaining and illustrating how inquiry helps students to learn science content; mastering how to do science; understanding the nature of science; exploring the dimensions of teaching; and learning science as inquiry for K–12 students across a range of science topics. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9596
	Graduate Education in the Chemical Sciences: Issues for the 21st Century: Report of a Workshop (2000) summarizes a workshop where discussions among representatives of chemical science communities were intended to broaden the dialogue and catalyze mechanisms for participants and others to improve graduate education in or through their own institutions. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9898
	Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology (1999) provides six vision statements and recommendations for how to improve science, mathematics, engineering, and technology education for all undergraduates. It also addresses precollege preparation for students and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K–12 mathematics, science, and technology. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6453
	Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (1999) offers guidelines that educators at state and district levels can use to develop multiyear, interconnected, and cumulative mathematics and science programs. When it comes to selecting mathematics and science instructional materials, school districts often have a smorgasbord of options. But educators seldom receive guidance on the most effective ways to assemble the materials to create coherent curricula. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9658
	Selecting Instructional Materials: A Guide for K–12 Science (1999) provides educators and administrators with a tested procedure to evaluate and select K–12 science instructional materials that support high academic standards. The goal is to help school districts identify textbooks, lab manuals, science kits, and other instructional supplies that promote an in-depth understanding of scientific concepts among all students. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9607
	Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (1999), based on a comprehensive analysis of results from TIMSS, points out how the achievement gap between U.S. students and those in several other industrialized countries can be traced to differences in teaching methods, curriculum content, and school-support systems. The report contains practical information that American schools can use to improve local programs and student learning. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9605
	Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education: Professional Development Guide (1999) provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9723
	Every Child a Scientist: Achieving Scientific Literacy for All (1998) provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6005
	Science Teaching Reconsidered: A Handbook (1997) provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods of science. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5287
	Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy (1997), a joint project with the National Council of Teachers of Mathematics, examines strategies for implementing national education standards in mathematics and science, and recommends state-level policy approaches for improving curriculum, textbooks, teaching, assessment, and the state infrastructure to support standards-based education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5844
	National Science Education Standards (1996) offers a coherent vision of what it means to be scientifically literate and describes what all students must understand and be able to do as a result of their cumulative learning experiences. The document integrates content, teaching, assessment, program, and system standards that are key to improving science education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=4962
	See the list of Math and Science Education reports from the National Academies Press.

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