Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
95,427
result(s) for
"Elementary School Science"
Sort by:
Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11
Interest in school science and technology (S&T) remains an important issue as it is linked to achievement and the intention to pursue studies or careers in S&T. Around the world, a number of studies have shown that interest in S&T declines with school years. However, some divergences from the general trend have been demonstrated in certain contexts, sub-periods, or for closely related subconstructs. We administered 2,628 questionnaires to students in grades 5 through 11 in the province of Québec, Canada. The questionnaire explored many factors (including out-of-school and school-related preferences, difficulty, importance, frequency), allowing us to track these closely related variables for a seven-year period. Among others, the results show a general degradation in-school S&T factors but an improvement in out-of-school S&T variables and of interest in S&T studies and careers. S&T is perceived as increasingly difficult and valuable compared with all other subject matters taken one-on-one. Some shorter fluctuations are analysed and interpreted in comparison with the evolution of certain teaching practices.
Journal Article
Sci-Book : STEPS to STEM student science notebook
\"A \"Sci-Book\" or \"Science Notebook\" serves as an essential companion to the science curriculum supplement, STEPS to STEM. As students learn key concepts in the seven \"big ideas\" in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of \"Science and Engineering Practices\" as set forth in the Next Generation Science Standards (NGSS). Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students' documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.\" -- Publisher's description.
Book
Examining Learning Through Modeling in K-6 Science Education
Despite the abundance of research in Modeling-based Learning (MbL) in science education, to date there is only limited research on MbL practices among K-6 novice modelers. More specifically, there is no information on how young/novice modelers' modeling enactments look so that researchers and educators have an idea of what should be expected from these novice/young modelers while engaged in MbL. Our purpose in this study was to investigate the ways in which K-6 novice modelers can engage in MbL in science, in rich modeling contexts, which feature various modeling media and tools. Using data from a variety of contexts, modeling means and tools and different student ages, we seek to develop, from the ground up, detailed descriptions of the modeling practices that K-6 students follow when involved in MbL. While using the modeling phases (e.g., construction of a model, evaluation of a model), along with their associated practices, as described in the literature for older learners and expert modelers as our basis, we followed ground research approaches to develop the descriptions of student-centered MbL. Our findings revealed that novice modelers enact certain MbL phases in a different manner than those described in the literature for older learners and/or expert modelers. We found that not only do the content and context of the various modeling phases differ, but also the sequence of these modeling phases and their associated practices, are different from those already described in the literature. Finally, we discuss how rich descriptions of MbL discourse can ultimately inform teachers and researchers about ways in which learning in science through MbL can be supported.
Journal Article
Next Generation Science Standards
Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education . The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.
The print version of Next Generation Science Standards complements the nextgenscience.org website and:
Provides an authoritative offline reference to the standards when creating lesson plans
Arranged by grade level and by core discipline, making information quick and easy to find
Printed in full color with a lay-flat spiral binding
Allows for bookmarking, highlighting, and annotating
eBook
Building your project portfolio with science research projects
\"A book for middle school students about building project portfolios using science research projects\"-- Provided by publisher.
Book
School Engagement in Elementary School: A Systematic Review of 35 Years of Research
School engagement is considered an antidote to several academic problems found in middle and high school. Previous data highlight the importance of understanding school engagement in early years. The present systematic review aims to outline investigations regarding school engagement in elementary school. Findings are expected to (i) help educators learn about research in a comprehensible way, (ii) design future school-based interventions with strong theoretical support, and (iii) systematize information about research gaps and indicate new avenues for investigation. The systematic search for original articles published up to 2018 followed the PRISMA statement and Cochrane’s guidelines. A total of 102 articles were included and organized, according to the self-system model of motivational development from Skinner et al. (Journal of Educational Psychology,100, 765–781, 2008). Results showed that balanced and quality support from peers, teachers, and parents positively influenced school engagement. Additionally, some common characteristics of the school context were found to undermine school engagement. Regarding interventions aimed to promote school engagement, we found various effective designs, differing in complexity. Moreover, studies focused on students’ emotions, behaviors and cognitions, experiences, motivational variables, and learning provided important inputs to promote school engagement. Furthermore, studies focused on examining the trajectories of school engagement provided data to understand how to prevent school engagement from declining throughout schooling. Finally, most studies found a positive and significant relationship between school engagement and achievement; however, results differ regarding the source of information or school domain examined. The school engagement conceptualizations, dimensions, and measures used were analyzed and their relationships to the results were discussed.
Journal Article
Dr. Snow has got to go!
Ella Mentary School is having a science fair! Guest scientist Dr. Snow has arrived to help A.J. and his friends conduct their own cool experiments. But what is \"the snowman\" really planning? And what does STEM even stand for anyway?
Book
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children's science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study's many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.
Journal Article