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  • 1
    Online Resource
    Online Resource
    Benchmarks for Science Literacy. (1994)
    Oxford :Oxford University Press, Incorporated,
    Details
    Keywords: Science--Study and teaching--United States. ; Electronic books.
    Description / Table of Contents: Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks provides guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. Together with Science for All Americans, Benchmarks for Science Literacy offers a new agenda for the future of science education in this country.
    Type of Medium: Online Resource
    Pages: 1 online resource (443 pages)
    Edition: 1st ed.
    ISBN: 9780199726516
    URL: https://ebookcentral.proquest.com/lib/geomar/detail.action?docID=271063
    DDC: 507.12729999999999
    Language: English
    Note: Intro -- TABLE OF CONTENTS -- PREFACE -- ABOUT BENCHMARKS -- BENCHMARKS -- 1 THE NATURE OF SCIENCE -- 2 THE NATURE OF MATHEMATICS -- 3 THE NATURE OF TECHNOLOGY -- 4 THE PHYSICAL SETTING -- 5 THE LIVING ENVIRONMENT -- 6 THE HUMAN ORGANISM -- 7 HUMAN SOCIETY -- 8 THE DESIONED WORLD -- 9 THE MATHEMATICAL WORLD -- 10 HISTORICAL PERSPECTIVES -- 11 COMMON THEMES -- 12 HABITS OF MIND -- BACKGROUND -- 13 THE ORIGIN OF BENCHMARKS -- 14 ISSUES AND LANGUAGE -- 15 THE RESEARCH BASE -- 16 BEYOND BENCHMARKS -- PARTICIPANTS -- INDEX -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W, Z.
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  • 2
    Online Resource
    Online Resource
    Designs for Science Literacy. (2001)
    New York :Oxford University Press, Incorporated,
    Details
    Keywords: Science--Study and teaching--United States. ; Electronic books.
    Description / Table of Contents: The call for science curriculum reform has been made over and over again for much of the twentieth century. Arguments have been made that the content of the curriculum is not appropriate for meeting the individual and social needs of people living in the modern world; that the curriculum has become overstuffed with topics and does not serve students especially well; and above all, that the curriculum does not generate the student learning it is expected to produce. The latest volume in a continuing series of publications from the AAAS designed to reform science education, Designs for Science Literacy presupposes that curriculum reform must be considerably more extensive and fundamental than the tinkering with individual courses and subjects that has been going on for decades. Designs deals with the critical issues involved in assembling sound instructional materials into a new, coherent K-12 whole. The book pays special attention to the need to link science-oriented studies to the arts and humanities, and also proposes how to align the curriculum with an established set of learning goals while preserving the American tradition of local responsibility for the curriculum itself. If fundamental curriculum reform is ever to occur, a new process for creating alternatives will have to be developed. Designs for Science Literacy provides the groundwork for such a process.
    Type of Medium: Online Resource
    Pages: 1 online resource (313 pages)
    Edition: 1st ed.
    ISBN: 9780199727476
    URL: https://ebookcentral.proquest.com/lib/geomar/detail.action?docID=271301
    DDC: 507/.1/073
    Language: English
    Note: Intro -- CONTENTS -- PREFACE -- SCIENCE LITERACY, CURRICULUM REFORM, AND THIS BOOK -- PROLOGUE: DESIGN IN GENERAL -- An Introductory Example -- Attributes of Design -- Establishing Design Specifications -- Conceptualizing a Design -- Developing a Design -- Refining the Designed Product -- Looking Ahead -- PART I: DESIGN AND THE CURRICULUM -- CHAPTER 1: CURRICULUM DESIGN -- An Introductory Example -- Attributes of Curriculum Design -- Establishing Curriculum-Design Specifications -- Conceptualizing a Curriculum Design -- Developing a Curriculum Design -- Refining a Designed Curriculum -- Looking Ahead -- CHAPTER 2: CURRICULUM SPECIFICATIONS -- What Is a Curriculum? -- Curriculum Structure -- Curriculum Content -- Curriculum Operation -- Summing Up -- PART II: DESIGNING TOMORROW'S CURRICULUM -- CHAPTER 3: DESIGN BY ASSEMBLY -- The Idea in Brief -- The Idea in More Detail -- Setting the Stage -- Assembly Strategies -- Curriculum-Resource Management -- Continuing Professional Development -- CHAPTER 4: CURRICULUM BLOCKS -- What Are Curriculum Blocks? -- Properties of Curriculum Blocks -- A Template for Describing Curriculum Blocks -- Where Will Curriculum Blocks Come From? -- Looking Ahead -- CHAPTER 5: HOW IT COULD BE: THREE STORIES -- Foreword -- Palladio Unified School District -- Edmond Halley School District -- Lewis & -- Clark Regional School District -- Afterword -- PART III: IMPROVING TODAY'S CURRICULUM -- CHAPTER 6: BUILDING PROFESSIONAL CAPABILITY -- Increasing Faculty Science Literacy -- Understanding Student Learning Goals -- Becoming Familiar with Research on Learning -- Learning to Analyze Curriculum Materials -- Acquiring Curriculum Versatility -- Improving Assessment -- Becoming Informed on Reform Movements -- CHAPTER 7: UNBURDENING THE CURRICULUM -- Cutting Major Topics -- Pruning Subtopics from Major Topics. , Trimming Technical Vocabulary -- Reducing Wasteful Repetition -- The Challenge -- CHAPTER 8: INCREASING CURRICULUM COHERENCE -- Types of Curriculum Coherence -- Improving Coherence across Grade Levels -- Improving Coherence across Subjects -- EPILOGUE: ANOTHER LOOK AT DESIGNS -- BIBLIOGRAPHY -- ACKNOWLEDGEMENTS -- INDEX -- A -- B -- C -- D -- E -- G -- H -- I -- L -- M -- N -- P -- R -- S -- T -- U -- W -- CREDITS -- INSTALLING DESIGNS ON DISK.
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