1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

National Science Education Standards

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

mental representations a dual coding approach is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library saves in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the mental representations a dual coding approach is universally compatible with any devices to read.

Mental Representations A Dual Coding Approach

Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice (e.g., understanding the nature and purpose of models). Our learning progression for scientific modeling includes two dimensions that combine metaknowledge and elements of practice—scientific models as tools for predicting and explaining, and models change as understanding improves. We describe levels of progress along these two dimensions of our progression and illustrate them with classroom examples from 5th and 6th graders engaged in modeling. Our illustrations indicate that both groups of learners productively engaged in constructing and revising increasingly accurate models that included powerful explanatory mechanisms, and applied these models to make predictions for closely related phenomena. Furthermore, we show how students engaged in modeling practices move along levels of this progression. In particular, students moved from illustrative to explanatory models, and developed increasingly sophisticated views of the explanatory nature of models, shifting from models as correct or incorrect to models as encompassing explanations for multiple aspects of a target phenomenon. They also developed more nuanced reasons to revise models. Finally, we present challenges for learners in modeling practices—such as understanding how constructing a model can aid their own sensemaking, and seeing model building as a way to generate new knowledge rather than represent what they have already learned. 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 632-654, 2009

https://people.cs.vt.edu/~kafura/CS6604/Papers/Learning-Progression-Scientific-Modeling.pdf

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

In this case study we investigated how differences in the achievement goal orientations of a high school biology teacher and her 9th grade (14 years old) student led to tensions between them in their perspectives of what it meant to do school science, leading the teacher to under-estimate the student and recommend that she abandon further studies in biology. During 9th grade, Israeli students decide upon their preferred subject of emphasis for the rest of high school. The student wanted to major in biology but the teacher felt it was beyond her abilities. While expectancy-value theory is typically used to explain the mechanism through which under-estimation can lead to a lower sense of self-efficacy and lower performance, the reasons why a science teacher may under-estimate a student have yet to be studied. We analyze both the student and the teacher’s motives and learn that unforeseen obstacles may lie on a student’s road to science.

/pdf/when-goals-do-not-concur-conflicting-perceptions-of-school-4cr1g8235d.pdf

When goals do not concur: conflicting perceptions of school science

A description of the teacher questioning patterns used in the critique sessions of a Design Based Science Curriculum

Science teachers in many countries were required to shift from face-to-face (F2F) instruction to distance learning (DL) during the COVID-19 pandemic. With the aim of helping science teachers learn how to support their students in negotiating such shifts in the future, we used an online motivation survey based on achievement goal theory to investigate the shifts to over two thousand 8th grade students’ perceptions of their science teachers’ motivational practices and their own goal orientations towards science that occurred during the transition from F2F instruction to DL in two very different countries, China and Israel. We hoped to identify issues common to both countries, assuming that these issues might be relevant to other countries as well. Factor analysis, t-tests, and multiple regression were used to identify key teacher motivational practices, changes to these practices and to students’ goal orientations, and relations between teacher practices and student goal orientations. The major predictor of students’ mastery orientation towards science in both F2F instruction and DL, teachers’ attentiveness to their students’ need to understand, declined for students in both countries during the shift from F2F to DL, and was associated with a decline in students’ mastery orientation, engagement, and enjoyment. 

/pdf/shifting-from-face-to-face-instruction-to-distance-learning-15ehmfca.pdf

Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students’ Motivation and Teachers’ Motivational Practices

Other than brainpower, Israel lacks natural resources. As a result, the economy is strongly dependent on its hi-tech, military, and cyber industries. To ensure that the country has a continuous supply of highly trained scientists and engineers, science and mathematics education should be natural priorities. While this appears to be a national policy, in practice it does not always seem to be the case. Students’ learning of science, mathematics, and technology is assessed by national tests in elementary, middle, and high school. Students, teachers, and schools are under great pressure to succeed on these tests, leading to a situation where a significant percentage of instructional time is dedicated to preparing for these tests. In parallel, Israel participates in the Trends in International Math and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Since there is great pressure to improve Israel’s standing in these tests, teachers are expected to prepare their students for these tests, so many complain that rather than evaluating the performance of the system, tests have become the driver of the educational system. An outcome of this situation appears to be decreasing motivation to learn science, with fewer students choosing to study science as an elective. The minister of education has promised to decrease the testing load and increase the time available for meaningful learning.

David Fortus

Papers

When goals do not concur: conflicting perceptions of school science

A description of the teacher questioning patterns used in the critique sessions of a Design Based Science Curriculum

Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students’ Motivation and Teachers’ Motivational Practices

Assessing Israeli Students’ Knowledge in Science—Policy and Practice

Measuring Integrated Knowledge - A Network Analytical Approach.