Elizabeth A. Davis – författare

Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.

Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.

Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students'' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students.

Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting.

Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience.

Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students.

Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to support teacher learning and development, this edited volume reveals how teachers can best engage in teaching that supports meaningful learning and understanding in elementary science classrooms.

Divided into three sections, this book demonstrates the skills, knowledge bases, and research-driven practices necessary to make a fundamental shift towards a focus on students’ ideas and reasoning, and covers topics such as:

In line with current reform efforts, including the Next Generation Science Standards (NGSS), Sensemaking in Elementary Science is the perfect resource for graduate students and researchers in science education, elementary education, teacher education, and STEM education looking to explore effective practice, approaches, and development within the elementary science classroom.

Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to support teacher learning and development, this edited volume reveals how teachers can best engage in teaching that supports meaningful learning and understanding in elementary science classrooms.

Divided into three sections, this book demonstrates the skills, knowledge bases, and research-driven practices necessary to make a fundamental shift towards a focus on students’ ideas and reasoning, and covers topics such as:

In line with current reform efforts, including the Next Generation Science Standards (NGSS), Sensemaking in Elementary Science is the perfect resource for graduate students and researchers in science education, elementary education, teacher education, and STEM education looking to explore effective practice, approaches, and development within the elementary science classroom.

This special issue works toward refining the understanding of a construct that has had a name for nearly 30 years and has been used by educators of all stripes for centuries. The introduction lays the groundwork for discussing the issues addressed throughout. Each of the papers address different aspects of a similar problem: How can we conceptualize, design, and assess the effects of scaffolding when it is implemented in a complex classroom system? The first article addresses a core problem in conceptualizing scaffolding: What are the specific goals of scaffolding provided in software tools? The next paper extends this consideration of how scaffolding mechanisms can complement each other and explores issues having to do with the complex settings in which scaffolding is used. A framework which synthesizes theoretical and design work done in cognitive science, psychology, educational technology, science education, and the learning sciences over the last three decades is the topic of the third paper. The final article presents a new method for analyzing the effects of scaffolding. This special issues closes with commentary covering different components of a definition of scaffolding, including the "what, why, and how" of scaffolding.

This special issue works toward refining the understanding of a construct that has had a name for nearly 30 years and has been used by educators of all stripes for centuries. The introduction lays the groundwork for discussing the issues addressed throughout. Each of the papers address different aspects of a similar problem: How can we conceptualize, design, and assess the effects of scaffolding when it is implemented in a complex classroom system? The first article addresses a core problem in conceptualizing scaffolding: What are the specific goals of scaffolding provided in software tools? The next paper extends this consideration of how scaffolding mechanisms can complement each other and explores issues having to do with the complex settings in which scaffolding is used. A framework which synthesizes theoretical and design work done in cognitive science, psychology, educational technology, science education, and the learning sciences over the last three decades is the topic of the third paper. The final article presents a new method for analyzing the effects of scaffolding. This special issues closes with commentary covering different components of a definition of scaffolding, including the "what, why, and how" of scaffolding.

Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments.Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org

Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments.Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org