http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
bridging the gap between three-dimensional standards, research, and practice
Becoming an effective science teacher in today's classrooms requires a specific set of abilities and knowledge that combine a deep understanding of science concepts and ideas, science pedagogy and familiarity with standards and research on learning. Accomplished teachers recognize that achieving scientific literacy for all students requires substantive changes in what is taught and how it is structured and delivered. A new vision for science education actively engages students in using scientific and engineering practices and applying crosscutting concepts to understand core disciplinary ideas in the life, physical, earth and space sciences and engineering. This new vision guides teachers and students through a process of continually building upon ideas and ways of doing science and engineering throughout multiple years of school, culminating in a scientifically based and coherent view of the natural and designed world. To accomplish this vision, teachers need tools, resources and professional learning processes to help them transition to new or more effective ways of teaching and learning. Curriculum Topic Study is a tool that combines resources and professional learning processes to help teachers and those who support teachers move toward this new vision. With the release of The Framework for K-12 Science Education, the Next Generation Science Standards, new research on learning and revisions to state standards, Science Curriculum Topic Study has been updated with new standards-based and research resources. The study process is essentially the same, but much of the source material has been replaced or expanded with current resources driving science education today. The book is designed to be used by individual teachers, teacher teams, or in workshop settings.
Revised edition of: Science curriculum topic study : bridging the gap between standards and practice / Page Keeley ; foreword by Harold Pratt. c2005.
Includes bibliographical references (pages 317-318) and index.