A Few of Our Favorite Things: Teaching Ideas for K-12 by Patricia D. Morrell, Kate Popejoy (eds.)

By Patricia D. Morrell, Kate Popejoy (eds.)

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The students were listening and reacting to each other’s’ contributions, not just to the teacher’s comments –it was a learning community with a sense of shared intellectual control. • Learning occurred by social construction/reconstruction of new understandings more than individual construction. Issues of student change • The students were used to the teacher delaying judgment and, importantly, knew that eventually the content issues would be sorted out. • The students had learnt that it was OK, even sometimes useful to be initially incorrect –this is a significant shift in thinking about how they learn that takes multiple experiences to achieve.

Students’ and teachers; conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 19(4), 331–359. Trefil, J. (2008). Why science? New York, NY: Teachers College Press. 42 NATURE OF SCIENCE 43 P. D. MORRELL & K. POPEJOY 44 NATURE OF SCIENCE 45 P. D. MORRELL & K. POPEJOY 46 NATURE OF SCIENCE 47 P. D. MORRELL & K. POPEJOY 48 NATURE OF SCIENCE Topic: Nature of Science: All 7 Tenets—Also appropriate for Scientific Inquiry Title: Evidence of Extraterrestrial Life in Antarctica Submitted by: Catherine M.

S. (2002). Views of nature of science questionnaire: Toward a valid and meaningful assessment of learners, conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521. National Research Council. (2012). A framework for K-12 science education. Washington, DC: The National Academies Press. Next Generation Science Standards. (2013). Next generation science standards: For states, by states (Vol 1) Washington, DC: The National Academies Press. Next Generation Science Standards.

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