Joseph Krajcik – författare

By providing a variety of strategies, scenarios, examples of student writing, classroom video clips from across all science content areas, rubrics, and guidelines for designing assessment items, Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing provides teachers with the tools to successfully incorporate scientific explanation in their own classrooms.

Grounded in NSF-funded research, this book/DVD supports middle grades science teachers with an instructional framework that breaks down the complex practice of scientific explanation into four components–claim, evidence, reasoning, and rebuttal–and providesconcrete examples of what this scientific inquiry practice looks like when it is successfully implemented in real classrooms. Over the last nine years that McNeill and Krajcik have developed, field tested, and refined this instructional model, they found that incorporating this framework for scientific explanation into curriculum materials, teacher instructional strategies, and assessments enhances students conceptual understanding and improves their ability to think and communicate more scientifically by carefully analyzing evidence and backing up their claims.

Facilitator's Guide Package for Science Coaches and Staff Development Trainers

Take the guess work out of leading professional development and book studies with the Facilitator's Guide and Book Package. To order, use Special ISBN: 9780132549400 and contact your sales representative at www.allynbaconmerrill.com/findmyrep.

What Educators Are Saying

I would encourage others to use it as a resource for a professional learning community or department discussion group and the like... absolutely I would recommend it – why? it is simply good for our students’ developing understanding of science...”

- Pamela M. Pelletier, Senior Program Director, Science K-12, Boston Public Schools, Boston, Massachusetts

"[This book] can easily be used to guide middle school teams to collaboratively work together to ask higher order thinking questions in any core content area. This type of questioning leads to great classroom discourse, therefore engaging students in using claims, evidence, and reasoning."

- Kendra Walters Durham, Science Teacher, Wester Middle School, Frisco, Texas

Take a Look Inside

Professional Learning Communities

Save when you purchase 10 books or more! To order, use Special ISBN: 9780132752022 and contact your sales representative at www.allynbaconmerrill.com/findmyrep.

Gathering contributions from leading scholars around the world, this handbook offers a comprehensive resource on the most recent advances in research surrounding the theories, methodologies, and applications of science learning progressions.

Researchers and educators have used learning progressions to guide the design and alignment of curriculum, instruction, and assessment, and to help students learn scientific knowledge and practices in a coherent and connected way across multiple years. This handbook lays out the development and current state of research in this field across four sections: learning progression theories and methodologies; learning progressions to promote student learning; teachers’ learning and use of learning progressions; and new technology in learning progression research.

Featuring internationally-recognized experts in learning progression research as well as up-and-coming voices, the Handbook of Research on Science Learning Progressions offers a defining new resource for researchers, teachers and teacher educators, and curriculum and assessment developers in science education.

Gathering contributions from leading scholars around the world, this handbook offers a comprehensive resource on the most recent advances in research surrounding the theories, methodologies, and applications of science learning progressions.

Researchers and educators have used learning progressions to guide the design and alignment of curriculum, instruction, and assessment, and to help students learn scientific knowledge and practices in a coherent and connected way across multiple years. This handbook lays out the development and current state of research in this field across four sections: learning progression theories and methodologies; learning progressions to promote student learning; teachers’ learning and use of learning progressions; and new technology in learning progression research.

Featuring internationally-recognized experts in learning progression research as well as up-and-coming voices, the Handbook of Research on Science Learning Progressions offers a defining new resource for researchers, teachers and teacher educators, and curriculum and assessment developers in science education.

This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientistsand engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy.This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena.Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.