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Big science for growing minds : constructivist classrooms for young thinkers

Author: Jacqueline Grennon Brooks; Doris Pronin Fromberg
Publisher: New York : Teachers College Press, ©2011.
Series: Early childhood education series (Teachers College Press)
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
Synopsis: Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or "big ideas." Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Brooks, Jacqueline.
Big Science for Growing Minds : Constructivist Classrooms for Young Thinkers.
New York : Teachers College Press, ©2015
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jacqueline Grennon Brooks; Doris Pronin Fromberg
ISBN: 9780807772058 0807772054
OCLC Number: 918930138
Description: 1 online resource.
Contents: Foreword / Doris Pronin Fromberg --
Acknowledgments --
Introduction --
Part 1: Science In Early Childhood: --
1: Young scientists with growing ideas --
Children grow up by growing ideas --
Children grow smart by growing ideas --
Constructivist classrooms --
Professional knowledge standards --
Technology for young citizens --
Importance of simple --
Spaces for growing ideas --
National Science Education Standards --
Simple message --
2: Constructivist view of learning --
Building big ideas --
Problems of emerging relevance --
Points of view --
Tie teaching to assessment --
Pursuit of making sense --
Deliver opportunities, not concepts --
How we learn determines what we learn --
Can classrooms really work that way? --
3: Learning to care and caring to learn --
Teach-assess-reflect cycle --
Good curriculum, good behavior --
When good curriculum in not enough --
Assessment within teaching --
Errors lead to truths --
Productivity of wrong answers --
Structured reflection --
Becoming a master learner --
Reflection in steps --
Ever a learner --
Part 2: Landscapes For Learning Science: --
4: Science as disciplined wonder --
Amazing ideas begin with wondering --
Wondering within the curriculum --
Classifying: What not to do --
Classifying: Another try --
Classifying: Inventive perspectives --
Classroom structure --
From procedures to concepts --
Artful guidance --
Teacher as provocateur --
5: Science learning within family, community, and nature --
Laboratories everywhere --
Childhood physics: a cargo-crossing challenge --
Learning in nature --
Mindful engagement --
Lesson as a journey --
6: Science of learning --
Children's emerging capacities --
New questions about old ideas --
Two sides of learning --
Mental structures --
Reflective abstraction and theory of mind --
Learning that transfers --
Neuroscience research --
Classroom research --
7: Liberty and science for all --
Spaces of liberty --
Richness of differences --
Children with limited English proficiency --
Children with special needs --
Collaborative settings --
Learning context. 8: Negotiating the science curriculum --
Meaningful curriculum --
Designing better science lessons --
Thinking with children, not for children --
Animals that live in the cold: an example unit --
Understanding content and cognition --
Part 3: From Unifying Science Concepts To Curriculum: --
9: Unifying science concepts --
New perspective on teaching science --
Search for patterns --
Topics, concepts, and key ideas --
Simple and complex all at once --
Learning from some great scientists --
Collective scientific thinking --
10: Unifying concepts: the physical environment --
Relate form and function --
Look at whole systems and their order and organization --
Examine equilibrium and evolution --
Make models, collect evidence, and offer explanations --
Measure what changes and what stays constant --
Planning a lesson using unifying concepts --
Water studies: a physics unit --
11: Unifying concepts: the living environment --
Relate form and function --
Look at whole systems and their order and organization --
Examine equilibrium evolution --
Make models, collect evidence, and offer explanations --
Measure what changes and what stays constant --
Plant growth: a biology unit. Part 4: From Curriculum To The Wonder Of Science --
12: Science in the shopping cart: a chemistry unit --
Clean-up time --
Color without crayons --
Shake it up --
Sticking together --
Cover with crackers --
13: Water, soil, sand, and salt: an earth science unit --
At water's edge --
Squeaky-clean water --
Fruits in a flood --
Waterwheels at work --
Sand from shore and store --
14: Putting it all together --
Classroom as laboratory --
Verbs for learning science --
Lesson plan model --
Becoming a professional --
Conflicting messages --
Simple message --
References --
Index --
About the author.
Series Title: Early childhood education series (Teachers College Press)
Responsibility: Jacqueline Grennon Brooks ; foreword by Doris Pronin Fromberg.

Abstract:

Synopsis: Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or "big ideas." Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create a safe classroom setting that fosters hands-on learning and exploration of real-life problems. The text includes classroom activities that connect science learning to mathematics, technology, art, and literacy. Book Features: Shows teachers how to address fundamental biology, chemistry, physics, and Earth science concepts using easy-to-find objects. Describes constructivist learning environments that are aligned with emerging data on brain development. Includes guidance for adopting approaches and instructional strategies consistent with NSTA, NSES, and NAEYC guidelines.

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