By providing a variety of strategies, scenarios, examples of student writing, classroom video clips from across all science content areas, rubrics, and guidelines for designing assessment items, Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing provides teachers with the tools to successfully incorporate scientific explanation in their own classrooms. Grounded in NSF-funded research, this book/DVD supports middle grades science teachers with an instructional framework that breaks down the complex practice of scientific explanation into four components–claim, evidence, reasoning, and rebuttal–and providesconcrete examples of what this scientific inquiry practice looks like when it is successfully implemented in real classrooms. Over the last nine years that McNeill and Krajcik have developed, field tested, and refined this instructional model, they found that incorporating this framework for scientific explanation into curriculum materials, teacher instructional strategies, and assessments enhances students conceptual understanding and improves their ability to think and communicate more scientifically by carefully analyzing evidence and backing up their claims. Facilitator's Guide Package for Science Coaches and Staff Development Trainers Take the guess work out of leading professional development and book studies with the Facilitator's Guide and Book Package. To order, use Special ISBN: 9780132549400 and contact your sales representative at www.allynbaconmerrill.com/findmyrep. What Educators Are Saying I would encourage others to use it as a resource for a professional learning community or department discussion group and the like… absolutely I would recommend it – why? it is simply good for our students’ developing understanding of science…” - Pamela M. Pelletier, Senior Program Director, Science K-12, Boston Public Schools, Boston, Massachusetts "[This book] can easily be used to guide middle school teams to collaboratively work together to ask higher order thinking questions in any core content area. This type of questioning leads to great classroom discourse, therefore engaging students in using claims, evidence, and reasoning." - Kendra Walters Durham, Science Teacher, Wester Middle School, Frisco, Texas Take a Look Inside <ul>
<li>Integrates video clips from a range of grade levels and contexts (e.g., urban and suburban) throughout the text to demonstrate the use of the scientific explanation framework in actual classrooms (Chapters 2, 4 and 7) </li>
<li>Provides examples of student work throughout the book to demonstrate student accomplishment and to illustrate the most common student difficulties and strategies for supporting those challenges. (Chapters 1, 2, 3, and 6) </li>
<li>Incorporates learning strategies that can support all students, including English Language Learners and students with special needs, and helps teachers with ideas on how to modify instruction to best meet the needs of their students. </li>
<li>Presents rubrics for evaluating students' written explanations and sample assessment tasks with model teacher critiques of student explanations based on developed rubric. </li> </ul> Professional Learning Communities Save when you purchase 10 books or more! To order, use Special ISBN: 9780132752022 and contact your sales representative at www.allynbaconmerrill.com/findmyrep.

Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing

Krajcik, Joseph

McNeill, Katherine

Hershberger, Kimber

Computers & Technology

Pearson

Uses of Artificial Intelligence in STEM Education

Zhai, Xiaoming

Computer Science

Oxford University Press

An innovative, internationally developed system to help advance science learning and instruction for high school students This book tells the story of a $3.6 million research project funded by the National Science Foundation aimed at increasing scientific literacy and addressing global concerns of declining science engagement. Studying dozens of classrooms across the United States and Finland, this international team combines large-scale studies with intensive interviews from teachers and students to examine how to transform science education. Written for teachers, parents, policymakers, and researchers, this book offers solutions for matching science learning and instruction with newly recommended twenty-first-century standards.

Learning Science: The Value of Crafting Engagement in Science Environments

Health, Fitness & Dieting

Schneider, Barbara

Lavonen, Jari

Salmela-Aro, Katariina

Psychology & Counseling

Yale University Press

The need for a scientifically literate population that can apply scientific ideas to solve real world problems in the 21st century has never been greater. Yet a growing disconnect exists between this need and the educational capacity to prepare them. The mission of Teaching Science in Elementary and Middle School: A Project-Based Approach, 3e is to help answer this need. Like its predecessors, this new edition is organized around the guiding principles of problem-based learning: long-term, interdisciplinary, student-centered lessons that are relevant to real-world issues and activities. This teaching approach engages all young learners―regardless of culture, race, or gender―in exploring important and meaningful questions through a process of investigation and collaboration. Throughout this dynamic process, students ask questions, make predictions, design investigations, collect and analyze data, make products, and share ideas. Changes in this new edition include the following… <ul>
<li>Stronger, more explicit connections between PBS, inquiry teaching and the National Science Education Standards (NSES). </li> </ul> <ul>
<li>The theme of establishing the relevance of science to students’ lives has been expanded. It now includes attention to discrepant events, anchoring events, and experiencing phenomena in addition to its previous focus on driving questions.</li> </ul> <ul>
<li>To help children understand that science is about explaining phenomena, a new chapter, Making Sense of Data, now follows the one on Designing and Carrying Out Investigations. It contains a section on helping children create evidence-based scientific explanations.</li> </ul> <ul>
<li>A new section on the challenges of special needs and gifted students.</li> </ul> <ul>
<li>The discussion of technology in science teaching have been expanded to include such new devices as wireless handhelds, cameras, cell phones, wikis and ipods. </li> </ul> <ul>
<li>The introductory scenarios have been reworked to insure greater relevance to elementary science teaching. </li> </ul> <ul><li>An accompanying Web site will offer test items and strategies to support students in problem-solving and in planning and carrying-out investigations.</li></ul>
This text is appropriate for anyone interested in teaching elementary or middle school science using an inquiry-oriented, problem-based framework.

Teaching Science in Elementary and Middle School: A Project-Based Approach

Education & Teaching

Krajcik, Joseph S.

Czerniak, Charlene M.

Schools & Teaching

Routledge

Imagine handing out assessments that spark enthusiasm rather than dread. In six easy-to-follow steps, this book empowers science teachers to create tasks that guide students to use their knowledge, not just memorize facts. The NGSA design process transforms assessments into valuable classroom tools that teachers can use to chart how students' learning builds with instruction over time. Far from being just another set of guidelines, this step-by-step approach provides a pathway for creating tasks that will support, engage, and encourage students in Next Generation Science Standards (NGSS) classrooms. Built with the NGSS in mind, the design process is centered around the three dimensions of science learning: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Creating and Using Instructionally Supportive Assessments in NGSS Classrooms: Provides a multi-step approach for creating classroom-based tasks that capture three-dimensional performance; Emphasizes equity and inclusion in the assessment design process; Includes sample assessment tasks, rubrics, and dimension maps; Encourages creativity and innovation in both students and teachers

Creating and Using Instructionally Supportive Assessments in NGSS Classrooms

Science & Math

Harris, Christopher J

Science for Kids

NSTA

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