Gain fresh insights for teaching, learning, and assessing knowledge of critical science concepts through the exploration of research-based practices for science education.
Gain fresh insights for teaching, learning, and assessing knowledge of critical science concepts through the exploration of research-based practices for science education.
Margaret Mangan is an award-winning educator whose teaching experience spans 36 years and grades 1 through 8 in Wisconsin schools. Most recently, Margaret taught science at Whitefish Bay Middle School, and prior to that was a science specialist for elementary schools in Whitefish Bay. Operating from a cart, Margaret traveled to forty-one classrooms a week to teach hands-on science to first through fifth graders. Drawing from inquiry, constructivist, and brain-based learning models, Margaret uses a variety of teaching strategies that address diverse learning styles. In addition to working with students, Margaret presents hands-on science workshops for educators. Margaret has a Master's of Education in professional development with an emphasis in science education from Cardinal Stritch University in Milwaukee.
Inhaltsangabe
Listing of Figures Preface Acknowledgments About the Author Introduction: Envisioning a New Paradigm for Science Education I. Chaos Theory 1. Fractals: A Metaphor for Constructivism, Patterns, and Perspective 2. Iteration: A Metaphor for Change in Science Curriculum and Information Management 3. Sensitive Dependence on Initial Conditions: A Metaphor for Change in Gender Equity and Diversity 4. Strange Attractors, Phase Space, and Phase Portraits: A Metaphor for Change in Learning Environments and Habits of Mind 5. Bifurcations and Period Doubling: A Metaphor Featuring Choices, Joy, and Surprise 6. Turbulence: A Changing Perspective of Discipline and Classroom Management II. New Science Principles: Implications of New Science Principles for Science Education 7. A New Look at Evolutionary Biology: A Metaphor for Change in Curriculum Integration and Localization 8. A New Look at Self-Organization: A Metaphor for Change in Knowledge Construction 9. Dissipative Structures: A Metaphor to Emphasize the Significance of Community and Values 10. Quantum Mechanics: A Metaphor for Change in the Power of Relationships, Energy, and Paradox III. Chaos Theory and New Science Principles Summary Glossary References Index
Listing of Figures Preface Acknowledgments About the Author Introduction: Envisioning a New Paradigm for Science Education I. Chaos Theory 1. Fractals: A Metaphor for Constructivism, Patterns, and Perspective 2. Iteration: A Metaphor for Change in Science Curriculum and Information Management 3. Sensitive Dependence on Initial Conditions: A Metaphor for Change in Gender Equity and Diversity 4. Strange Attractors, Phase Space, and Phase Portraits: A Metaphor for Change in Learning Environments and Habits of Mind 5. Bifurcations and Period Doubling: A Metaphor Featuring Choices, Joy, and Surprise 6. Turbulence: A Changing Perspective of Discipline and Classroom Management II. New Science Principles: Implications of New Science Principles for Science Education 7. A New Look at Evolutionary Biology: A Metaphor for Change in Curriculum Integration and Localization 8. A New Look at Self-Organization: A Metaphor for Change in Knowledge Construction 9. Dissipative Structures: A Metaphor to Emphasize the Significance of Community and Values 10. Quantum Mechanics: A Metaphor for Change in the Power of Relationships, Energy, and Paradox III. Chaos Theory and New Science Principles Summary Glossary References Index
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