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| eccles science learning center: The Cell Joseph Panno, 2014-05-14 Examines the development, structure, and function of the cell. |
| eccles science learning center: Learning and Understanding National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Programs for Advanced Study of Mathematics and Science in American High Schools, 2002-08-06 This book takes a fresh look 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. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs. |
| eccles science learning center: Taking Science to School National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on Science Learning, Kindergarten Through Eighth Grade, 2007-04-16 What is science for a child? How do children learn about science and how to do science? 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: 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? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? 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 scienceâ€about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. |
| eccles science learning center: Biology John Moore, 2004-08 Teacher Manual for Biology: A Search for Order in Complexity. |
| eccles science learning center: Interest in Mathematics and Science Learning Ann Renninger, Martina Nieswandt, Suzanne Hidi, 2015-04-19 Interest in Mathematics and Science Learning, edited by K. Ann Renninger, Martin Nieswandt, and Suzanne Hidi, is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume's 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education. |
| eccles science learning center: The World of Science Education , 2019-02-11 Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa. The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in North American rather an than international context. The purpose therefore is to articulate and exhibit regional networks and trends that produced specific forms of science education. The thrust lies in identifying the roots of research programs and sketching trajectories—focusing the changing façade of problems and solutions within regional contexts. The approach allows readers review what has been done and accomplished, what is missing, and what might be done next. |
| eccles science learning center: Readings in Science Methods, K-8 Eric Brunsell, 2008 The book is a generously sized compendium of articles drawn from NSTA's middle and elementary level journals Science Scope and Science and Children. If you're teaching an introductory science education course in a college or university, Readings in Science Methods, K-8, with its blend of theory, research, and examples of best practices, can serve as your only text, your primary text, or a supplemental text. |
| eccles science learning center: Aging Joseph Panno, 2014-05-14 Examines past and current research on aging and longevity. |
| eccles science learning center: Learning Science in Informal Environments National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on Learning Science in Informal Environments, 2009-05-27 Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. |
| eccles science learning center: Science and Engineering for Grades 6-12 National Academies of Sciences, Engineering, and Medicine, National Academy of Engineering, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Science Investigations and Engineering Design Experiences in Grades 6-12, 2019-03-12 It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. |
| eccles science learning center: Understanding Student Participation and Choice in Science and Technology Education Ellen Karoline Henriksen, Justin Dillon, Jim Ryder, 2014-09-17 Drawing on data generated by the EU’s Interests and Recruitment in Science (IRIS) project, this volume examines the issue of young people’s participation in science, technology, engineering and mathematics education. With an especial focus on female participation, the chapters offer analysis deploying varied theoretical frameworks, including sociology, social psychology and gender studies. The material also includes reviews of relevant research in science education and summaries of empirical data concerning student choices in STEM disciplines in five European countries. Featuring both quantitative and qualitative analyses, the book makes a substantial contribution to the developing theoretical agenda in STEM education. It augments available empirical data and identifies strategies in policy-making that could lead to improved participation—and gender balance—in STEM disciplines. The majority of the chapter authors are IRIS project members, with additional chapters written by specially invited contributors. The book provides researchers and policy makers alike with a comprehensive and authoritative exploration of the core issues in STEM educational participation. |
| eccles science learning center: Amplifying Informal Science Learning Judy Diamond, Sherman Rosenfeld, 2023-06-30 This collection explores the broad landscape of current and future out-of-school science learning environments. Written by leading experts and innovators in informal science learning, these thoughtful and critical essays examine the changing nature of informal institutions such as science museums, zoos, nature centers, planetariums, aquaria, and botanical gardens and their impact on science education. The book examines the learning opportunities and challenges created by community-based experiences including citizen science, makerspaces, science media, escape rooms, hobby groups, and gaming. Based on current practices, case studies, and research, the book focuses on four cross-cutting themes – inclusivity, digital engagement, community partnerships, and bridging formal and informal learning – to examine how people learn science informally. The book will be of interest to STEM (science, technology, engineering and math) educators – both in and out of school – designers of science and experiential education programs, and those interested in building STEM learning ecosystems in their communities. |
| eccles science learning center: Surrounded by Science National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, 2010-04-03 Practitioners in informal science settings-museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens-are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience. Surrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others. |
| eccles science learning center: NASA's Elementary and Secondary Education Program National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee for the Review and Evaluation of NASA's Precollege Education Program, 2008-04-24 The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics and Space Administration (NASA), are being looked to as a resource for enhancing precollege STEM education and bringing more young people to scientific and technical careers. For NASA and other federal science agencies, concerns about workforce and public understanding of science also have an immediate local dimension. The agency faces an aerospace workforce skewed toward those close to retirement and job recruitment competition for those with science and engineering degrees. In addition, public support for the agency's missions stems in part from public understanding of the importance of the agency's contributions in science, engineering, and space exploration. In the NASA authorization act of 2005 (P.L. 109-555 Subtitle B-Education, Sec. 614) Congress directed the agency to support a review and evaluation of its precollege education program to be carried out by the National Research Council (NRC). NASA's Elementary and Secondary Education Program: Review and Critique includes recommendations to improve the effectiveness of the program and addresses these four tasks: 1. an evaluation of the effectiveness of the overall program in meeting its defined goals and objectives; 2. an assessment of the quality and educational effectiveness of the major components of the program, including an evaluation of the adequacy of assessment metrics and data collection requirements available for determining the effectiveness of individual projects; 3. an evaluation of the funding priorities in the program, including a review of the funding level and trend for each major component of the program and an assessment of whether the resources made available are consistent with meeting identified goals and priorities; and 4. a determination of the extent and effectiveness of coordination and collaboration between NASA and other federal agencies that sponsor science, technology, and mathematics education activities. |
| eccles science learning center: Identifying and Supporting Productive STEM Programs in Out-of-School Settings National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Successful Out-of-School STEM Learning, 2015-10-26 More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community. |
| eccles science learning center: Gender and Sexuality Development Doug P. VanderLaan, Wang Ivy Wong, 2022-08-30 This book showcases a wealth of knowledge and insight on gender and sexuality development. With contributions from leading researchers, it covers a comprehensive set of topics at the forefront of the field and strikes a balance between traditional and emerging areas of study. Given that gender and sexuality are shaped by myriad influences, this book is modelled on an interdisciplinary perspective and delves into biological, comparative, psychological, cognitive, social, cultural, and clinical approaches. In so doing, this collection conveys the rich tapestry of gender and sexuality science and will hold value for many. For those already in the field, this book provides an excellent resource for brushing up on the latest and for inspiring the next phases of scientific investigation. Those who are newer to the field, including undergraduate and graduate students, stand to gain tremendously from not only the thoughtful and informative content, but also from the interdisciplinary approach modelled throughout the book. Beyond academia, this book is a valuable resource for clinicians and policy makers who deal with child and adolescent issues. |
| eccles science learning center: Animal Cloning Joseph Panno, 2014-05-14 Examines the scientific, legal, and ethical issues surrounding animal cloning technology. |
| eccles science learning center: The Learning Sciences in Educational Assessment Jacqueline P. Leighton, Mark J. Gierl, 2011-06-13 There is mounting hope in the United States that federal legislation in the form of No Child Left Behind will improve educational outcomes. As titanic as the challenge appears to be, however, the solution could be at our fingertips. This volume identifies visual types of cognitive models in reading, science and mathematics for researchers, test developers, school administrators, policy makers and teachers. In the process of identifying these cognitive models, the book also explores methodological or translation issues to consider as decisions are made about how to generate psychologically informative and psychometrically viable large-scale assessments based on the learning sciences. Initiatives to overhaul educational systems in disrepair may begin with national policies, but the success of these policies will hinge on how well stakeholders begin to rethink what is possible with a keystone of the educational system: large-scale assessment. |
| eccles science learning center: Science Teachers' Learning National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Teacher Advisory Council, Board on Science Education, Committee on Strengthening Science Education through a Teacher Learning Continuum, 2016-01-15 Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. |
| eccles science learning center: Handbook of Research on Science Education, Volume II Norman G. Lederman, Sandra K. Abell, 2014-07-11 Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community. |
| eccles science learning center: Handbook of Research on STEM Education Carla C. Johnson, Margaret J. Mohr-Schroeder, Tamara J. Moore, Lyn D. English, 2020-04-27 The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date. |
| eccles science learning center: Foundation Reporter , 2003 |
| eccles science learning center: A Guide to Genetic Counseling Wendy R. Uhlmann, Jane L. Schuette, Beverly M. Yashar, 2011-09-20 The first book devoted exclusively to the principles and practice of genetic counseling—now in a new edition First published in 1998, A Guide to Genetic Counseling quickly became a bestselling and widely recognized text, used nationally and internationally in genetic counseling training programs. Now in its eagerly anticipated Second Edition, it provides a thoroughly revised and comprehensive overview of genetic counseling, focusing on the components, theoretical framework, and unique approach to patient care that are the basis of this profession. The book defines the core competencies and covers the genetic counseling process from case initiation to completion—in addition to addressing global professional issues—with an emphasis on describing fundamental principles and practices. Chapters are written by leaders in the field of genetic counseling and are organized to facilitate academic instruction and skill attainment. They provide the most up-to-date coverage of: The history and practice of genetic counseling Family history Interviewing Case preparation and management Psychosocial counseling Patient education Risk communication and decision-making Medical genetics evaluation Understanding genetic testing Medical documentation Multicultural counseling Ethical and legal issues Student supervision Genetic counseling research Professional development Genetics education and outreach Evolving roles and expanding opportunities Case examples A Guide to Genetic Counseling, Second Edition belongs on the syllabi of all medical and human genetics and genetic counseling training programs. It is an indispensable reference for both students and healthcare professionals working with patients who have or are at risk for genetic conditions. |
| eccles science learning center: The New Politics of the Textbook Heather Hickman, Brad J. Porfilio, 2012-10-13 In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students’ thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production. |
| eccles science learning center: Out-of-School-Time STEM Programs for Females Lynda R. Wiest, Heather Glynn Crawford?Ferre, Jafeth E. Sanchez, 2021-01-01 Vol. II: Short-Term Programs features eight OST STEM programs for females from across the United States that run one to three days in length, in most cases, a single day. In this book, the chapter authors describe their programs, the effectiveness of those programs, and practical implications of their program evaluation data. This book series is the first of its kind to offer researchers, educators, school administrators, policy makers, and others detailed insight into the promise and practice of out-of-school-time STEM programs for females. Science, technology, engineering, and mathematics (STEM) disciplines play a pivotal role in societal progress and economic prosperity, in addition to enhancing individual lives. However, U.S. students lack strong STEM performance in an international context. The pool of STEM-proficient workers is thus insufficient to fuel the nation, with females being one group that is noticeably absent. Out-of-school-time (OST) programs, which are on the rise, are increasingly suggested as a way to support and encourage underrepresented groups in STEM. Participants in OST programs have shown improved achievement, interest, and confidence in STEM, as well as greater awareness of STEM role models and careers. |
| eccles science learning center: Handbook of Research on Applied Learning Theory and Design in Modern Education Railean, Elena, 2015-11-09 The field of education is in constant flux as new theories and practices emerge to engage students and improve the learning experience. Research advances help to make these improvements happen and are essential to the continued improvement of education. The Handbook of Research on Applied Learning Theory and Design in Modern Education provides international perspectives from education professors and researchers, cyberneticists, psychologists, and instructional designers on the processes and mechanisms of the global learning environment. Highlighting a compendium of trends, strategies, methodologies, technologies, and models of applied learning theory and design, this publication is well-suited to meet the research and practical needs of academics, researchers, teachers, and graduate students as well as curriculum and instructional design professionals. |
| eccles science learning center: Cancer Joseph Panno, 2005 Examines what is known about cancer cells and current cancer research. |
| eccles science learning center: The Foundation 1000 Foundation Center, 2002-10 |
| eccles science learning center: Programs and Services National Library of Medicine (U.S.), 1994 |
| eccles science learning center: Robots in K-12 Education: A New Technology for Learning Barker, Bradley S., 2012-02-29 This book explores the theory and practice of educational robotics in the K-12 formal and informal educational settings, providing empirical research supporting the use of robotics for STEM learning--Provided by publisher. |
| eccles science learning center: Gene Therapy Joseph Panno, 2005 Many diseases are caused by a simple point mutation. |
| eccles science learning center: Enhancing Adolescents' Motivation for Science Lee Shumow, Jennifer A. Schmidt, 2014 Within every science classroom there are students waiting to be inspired. All these students need is the right motivation. That's exactly what this one-of-a kind guide will help you provide. And along the way, you'll quickly learn that the motivational tools that are most effective with adolescent boys don't always work with adolescent girls-and vice versa. At the heart of Enhancing Adolescents' Motivation for Science is a collection of research-proven strategies on how best to motivate students in science-and once students are motivated, scientific literacy soon follows. Across chapters, Shumow and Schmidt Detail key motivational constructs specific to science with illustrative vignettes Address gender differences that influence how girls and boys are motivated Describe how to make science learning relevant, accessible, and enjoyable Reduce science anxiety and build student confidence, especially among girls Offer motivational strategies that are consistent with the Next Generation Science Standards (NGSS) Much more than a professional book, Enhancing Adolescents' Motivation for Science also includes a companion website packed with video clips, links, and tutorials. All in all, there's no better resource for fueling the student motivation so central to science literacy. |
| eccles science learning center: Exploring the Intersection of Science Education and 21st Century Skills National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, 2010-02-26 An emerging body of research suggests that a set of broad 21st century skills-such as adaptability, complex communication skills, and the ability to solve non-routine problems-are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes-including talk and argument, modeling and representation, and learning from investigations-builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications. |
| eccles science learning center: National Library of Medicine Programs and Services National Library of Medicine (U.S.), |
| eccles science learning center: 1001 Best Internet Sites for Educators Mark Treadwell, 2001-06 This second edition of a resource designed to help teachers find relevant information on the Internet for both themselves and their students, provides concise reviews of more than 1,000 Web sites sorted by subject area. Each site is evaluated with one to five stars for content, presentation and grade level. Easy-to-follow explanations are provided of how each site can be used in the classroom. Also presented are search tips to help teacher find more sites on their own. Besides the rating of Internet sites, the book includes information on hardware and software requirements, safety on the Internet, plug-ins, and helpful information such as criteria for site selection and searching the Web. An element called Finding Where You Have Been helps teachers relocate sites they have viewed. Other helpful features are Searching the Web and a Glossary of Terms to familiarize teachers and students with the Internet. The introductory material on Safety on the Internet provides guidelines for teachers. A generic Acceptable Use Policy is also included that is copyright-free for schools to adapt to their needs. Recommendations for filtering software are offered for Internet use in places where individual monitoring is not possible, such as libraries. Data is provided on an Internet license system in which parents or caregivers sign an agreement for their child to access the Internet. Sites are provided under the following curriculum areas: language arts; mathematics; science; foreign languages; general and professional sites for educators; health and physical education; information and communication; music and performing arts; technology in education; and visual arts. (AEF) |
| eccles science learning center: The Teaching of Science in Primary Schools Wynne Harlen OBE, Anne Qualter, 2017-08-04 The Teaching of Science in Primary Schools provides essential information for all concerned with primary school education about all aspects of teaching science. It pays particular attention to inquiry-based teaching and learning because of the more general educational benefits that follow from using this approach. These benefits are often expressed in terms of developing general scientific literacy and fostering the ability to learn and the motivation to continue learning. This book also aims to help teachers focus on the ‘big’ or powerful ideas of science rather than teaching a series of unrelated facts. This leads children to an understanding of the nature, and limitations, of scientific activity. This fully expanded and updated edition explores: The compelling reasons for starting science in the primary school. Within-school planning in the context of less prescriptive national requirements. The value of having in mind the ‘big ideas’ of science. The opportunities for children to learn through greater access to the internet and social networking. The expanding sources of materials and guidance now available to teachers on-line. Greater attention to school and teacher self-evaluation as a means of improving provision for children’s learning. The importance for both teachers and learners of reflecting on the process and content of their activities. Other key aspects of teaching, such as:- questioning, the importance of discussion and dialogue, the formative and summative roles of assessment and strategies for helping children to develop understanding, skills, positive attitudes and enjoyment of science, are preserved. So also is the learner-centred approach with an emphasis on children learning to take some responsibility for their activities. This book is essential reading for all primary school teachers and those on primary education courses. |
| eccles science learning center: Pediatric Psychodermatology Ruqiya Shama Tareen, Donald E. Greydanus, Mohammad Jafferany, Dilip R. Patel, Joav Merrick, 2012-12-06 Psychodermatology is a relatively new field in evolution and thus, there is a comparative paucity of information in general. However, when it comes to children and adolescents there is a complete vacuum of information as no other book has aimed to specifically address the psychodermatological issues facing this particular population. For assessment, diagnosis, comprehensive treatment of children with psychodermatologic conditions and establishing a relationship between skin and psyche, there is a lack of clear and relevant clinical information about these complex disorders. The complexity of these disorders is related to lack of understanding in genetic, embryonic, physiologic, neuroimmunologic, neurocutaneous, stress-related neuromodulation, and psychosomatic interconnections. This book presents a clinically relevant approach to the management of psychodermatologic issues encountered in normal practice. Various classifications and major categories that are discussed include psychophysiologic disorders, psychiatric conditions with dermatologic manifestations, dermatologic disorders predisposing to psychiatric disorders, systemic diseases with psychodermatological manifestations, and special issues in management of psychocutaneous disorders in children and adolescents. |
| eccles science learning center: Assessing Contexts of Learning Susanne Kuger, Eckhard Klieme, Nina Jude, David Kaplan, 2016-12-05 This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and “Learning in Schools” – each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments. |
| eccles science learning center: Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriation Bill, 2008 United States. Congress. Senate. Committee on Appropriations, 2007 |
| eccles science learning center: LOST Opportunities Bronwyn Bevan, Philip Bell, Reed Stevens, Aria Razfar, 2012-07-26 Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning. In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and ‘situated’ processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity—a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile. |
University Center, Auditorium January 17, 2024
Applied Environmental Science Cassandra Eccles Center for Academic Technologies Rachelle Escamilla Humanities and Communication Christine Fernandez World Languages and …
D. Whitney Leary
Nora Eccles Harrison Museum of Art, Utah State University, Logan, Utah . 1996-1998 . Museum carpenter and assistant . Utah State University Physical Plant, ... Eccles Science Learning …
The Role of Identity in STEM Learning and Science …
The Role of Identity in STEM Learning and Science Communication Reflections on Interviews from the Field Background With the launch of the National Research Council’s 2009 …
FFCHS SCIENCE
Extend your learning Utah State University “Science Unwrapped” Each Science Unwrapped event begins with a lecture and is followed by hands-on learning activities and exhibits. Each …
Investigating the Role of School-Based Extracurricular Activity ...
Journal of Education and Learning; Vol. 8, No. 4; 2019 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education 8 Investigating the Role of School …
FFCHS SCIENCE
Each Science Unwrapped event begins with a lecture and is followed by hands-on learning activities and exhibits. Each gathering begins at 7 pm in the Eccles Science Learning Center …
March 2018 Happy March! - summercitizens.usu.edu
March 23 - Science Unwrapped - “Do Androids Dream of Electric Art?” -A: In the dictionary! Eccles Science Learning Center Auditorium Q: What’s Irish and stays out all night? A: Paddy …
An Apple a Day: Extracting DNA from Any Living Thing
Audience: This lesson is intended for use with middle and high school science students. Student Learning Objectives: At the completion of this lesson the students will be able to: 1. Define the …
Southern Utah University 2016 Campus Master Plan
Mar 8, 2017 · Electronic Learning Center Eccles Living and Learning Center Facilities Management Administration Facilities Management Shops General Classroom Building ...
Eccles Wildlife Education Center Volunteer Handbook - Utah
Hands-on learning based on disco ver y and science. Teamwork among staff, v olunteers and community. ... benefit from a trip to the Center. The EWEC is a place wher e science and …
Individuals’ Math and Science Motivation and Their …
Sep 10, 2020 · examines students’ math and science motivational beliefs (a) in separate analyses (Andersen & Cross, 2014), or (b) a composite math–science score averaged across math and …
Uncovering young children’s motivational beliefs about …
about learning science Elisa Oppermann1 | Martin Brunner2 | Jacquelynne S. Eccles3 | Yvonne Anders1 1Department of Education and Psychology, Freie Universität, Berlin, ... (Eccles & …
Math–Gender Stereotypes in Elementary School Children
own ability lower than boys (Fredericks & Eccles, 2002) but do not do so for reading or spelling (Her-bert & Stipek, 2005; Heyman & Legare, 2004). Using ... 0354453) to the LIFE Science of …
Reciprocal Teaching - Semantic Scholar
to improve the learning of content. Teachers first model the strategies, then invite ... years using science information texts. Early Childhood Research Quarterly, 20, 276-305. ... 4-6 …
UNIVERSITY OF UTAH COLLEGE OF NURSING
of the Emma Eccles Jones Nursing Research Center (EEJNRC), whose ongoing efforts continue to fuel our success § Our faculty maintained over $10.5M in active educational grants …
Self-Guided Campus Tour - Utah Admissions
5. George S. Eccles Student Life Center The Student Life Center is the place for students to de-stress and play on campus. Any students enrolled in classes have access to this state-of-the …
Lee CV 2024 - cap.stanford.edu
board games and learning materials to support connected learning around computational thinking and coding. Victor Lee (PI), Jody Clarke-Midura & Mimi Recker (Co-PIs). National Science …
Connecting Science, Design Thinking, and Computational …
appropriate standards for science learning and has been widely used for improving the quality of science teaching and learning (e.g., Dalvi, Silva Mangiante, & Wendell, 2021; Rachmawati, …
Self-Guided Campus Tour
5. George S. Eccles Student Life Center The Student Life Center is the place for students to de-stress and play on campus. Any students enrolled in classes have access to this state-of-the …
How Motivation Influences Student Engagement: A …
Journal of Education and Learning; Vol. 1, No. 2; 2012 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education 252 How Motivation Influences …
School Engagement: Potential of the Concept, State of the …
Thomas, & Karns, 1969) and student interest and values (Eccles et al., 1983). Re- search on cognitive engagement is related to that on motivational goals and self- regulated learning …
The Role of Students’ Motivation in the Relationship between …
Sep 20, 2019 · grade students’ motivation toward learning science in the relationship between their science learning environment perceptions and science achievement. The correlational …
A Mixed Methods Study of the Relationship between Student …
Research on teacher-student interactions in science . has focused primarily on secondary science students and on students’ general. attitudes toward science. The present study seeks to …
The contribution of science-rich resources to public science …
2California Science Center, Los Angeles, California 3ExposeYourMuseum, Detroit, Michigan ... be critical to long-term science learning and participation in science-related practices (cf., Galton, …
Economic evaluation in implementation science Making the …
Mar 31, 2019 · e Oregon Social Learning Center, United States ... science addresses this gap through the study of methods that promote ... patient and public health outcomes (Eccles and …
ridgerland - Utah State University
Franklin County Medical Center was in full swing with the theme “Under the Big Top of Health.” It was a fun time for all. Activi-ties for the young and old alike, prizes to be won, and many …
Science career expectation and science-related motivation: a …
perform science tasks, can be identified as an element of expectancy. Moreover, tasks with high intrinsic value, where students find inherent interest and enjoyment, are more likely to elicit …
DISTRIBUTION - ResearchGate
a desire for lifelong learning, the promotion of social–emotional skills and well-being, and the prevention and remediation of emotional–behavioral problems (Greenberg et al., 2003; Roeser ...
Integrating Improvement and Implementation Sciences to …
Differences between improvement science and implementation science, however, should be highlighted. Primarily, improvement science is problem-specific and user-focused, while …
middle school students’ science learning in China The …
The influence of extracurricular activities on middle school students’ science learning in China Danhui Zhanga and Xing Tangb aCollaborative Innovation Center of Assessment toward Basic …
Examining the Effects of a Peer-Learning Research …
place within it (Eccles et al., 1983). In the context of science learning, classroom science is the most common community of practice in which students . participate. While nearly every …
School Engagement: Potential of the Concept, State of the …
Thomas, & Karns, 1969) and student interest and values (Eccles et al., 1983). Re- search on cognitive engagement is related to that on motivational goals and self- regulated learning …
Writing the Story of CIVIC SCIENCE MEDIA - ritaallen.org
This is civic science media in action—creating dialogue, building trust, and fostering participatory approaches that democratize scientific knowledge while ensuring science addresses …
The role of motivation and cognitive engagement in …
from the Science Learning Inventory (SLI- Part A) and from Turkish Version of Motivated Strategies for Learning Questionnaire (MSLQ) in order to measure ... and task choice …
Academic Engagement: An Overview of Its Definitions, …
Published by Canadian Center of Science and Education 41 Academic Engagement: An Overview of Its Definitions, Dimensions, ... (e.g., self-regulated learning, valuing of learning, perceived …
Serious Fun: Viewing Hobbyist Activities through a Learning …
*Center for Teacher Education, National Taiwan University ... science and technology-based marketplace. In order to “survive well” in the modern ... Pintrich, 2000; Wigfield & Eccles, …
Annual Report - discoverygateway.org
To be the most trusted and preferred family discovery center and. child-centered educational resource in Utah. FY24 Annual Report | Who We Are ... education and creativity and inspires a …
THE p Summer Sc
Monday, February 4, 2019 9:00 -Saddlebrooke (HOA 2 -Ballroom East) 38759 S Mountain View Blvd -Tucson, AZ 85739 1:00 -Sun City Oro Valley (Activity Center -Navajo Room) 1495 E …
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S. Dhillon S. Brent Brotzman Charles E Giangarra Simon Eccles Steven A. Olson Charles A. Rockwood David Ip Stephan Becker Lisa Maxey Thomas P Ruedi Hss Jon J. P. Warner David …
ridgerland - Utah State University
center compared to the audience — Councilwoman Tami Pyfer, seated at the end of the row, is wedged against a wall almost out of sight. Arranged in a straight line, councilmembers can’t …
Jonathan A. Brogaard - University of Utah
David Eccles School of Business Office: (801) 581-7463 . University of Utah brogaard@eccles.utah.edu ... - Center for Asset Management Affiliate 2022 – Current . FINRA …
Mu-Jeung Yang - The University of Oklahoma
with Nathan Seegert, Maclean Gaulin and Francisco Navarro-Sanchez (Eccles School of Business) (under eview)r Work in Progress Scienti c Learning and Causal Mental Models with …
Key Issues in the Practice of Youth Development - JSTOR
Development Information Center, 2003). A growing body of research points to the effectiveness of community youth pro-grams for both low-risk (Peterson, 2001; USDA, 2002) and high-risk …
ridgerland - Utah State University
center compared to the audience — Councilwoman Tami Pyfer, seated at the end of the row, is wedged against a wall almost out of sight. Arranged in a straight line, councilmembers can’t …
Academic Health Department Benjamin Vickers, PhD
Informatics Center, University of New Mexico. She previously worked at the Health Science Center Libraries at the University of Florida, Spencer S. Eccles Health Sciences Library at the …
The Challenges of Teaching and Learning about Science in …
The field of educational psychology has much to contribute to science education. There have been many important recent developments in the study of adolescent cognition and …
Parent involvement and student academic motivation towards …
1School of Education, University of Arkansas at Little Rock, Little Rock, AR, USA. 2Center for Teaching and Learning, Georgia Institute of Technolotable 3gy, Atlanta, GA, USA. email: …
ridgerland - Utah State University
center compared to the audience — Councilwoman Tami Pyfer, seated at the end of the row, is wedged against a wall almost out of sight. Arranged in a straight line, councilmembers can’t …
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proficient, we are learning and growing as a college community. The Flagway program at NEC focuses on the question, “Is quality education, and math literacy for ALL students, a civil …
ABSENTEEISM AND STUDENTS’ ATTITUDES TOWARD …
all three science attitudinal indices of enjoyment, valuing science, and self-confidence in learning science have contributed significantly to grade 9 learners’ science scores. However, results …
