WorldCat Identities

National Research Council (U.S.). Board on Science Education

Overview
Works: 23 works in 85 publications in 1 language and 18,893 library holdings
Genres: Conference papers and proceedings  Case studies 
Classifications: LB1585.3, 372.35
Publication Timeline
.
Most widely held works by National Research Council (U.S.).
Taking science to school : learning and teaching science in grades K-8 by National Research Council (U.S.)( Book )

3 editions published in 2007 in English and held by 805 WorldCat member libraries worldwide

Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such question as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science-about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education-teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn
Ready, set, science! : putting research to work in K-8 science classrooms by Sarah Michaels( Book )

6 editions published in 2008 in English and held by 392 WorldCat member libraries worldwide

What types of instructional experiences help K-8 students learn science with understanding? Created by the National Academies Press, this Web site is an online version of a book published in 2007 entitled, Ready, set, science! The book explores what science educators teachers, teacher leaders, science specialists, professional development staff, curriculum designers, school administrators need to know to create and support such experiences
Surrounded by science : learning science in informal environments by Marilyn Fenichel( Book )

10 editions published in 2010 in English and held by 240 WorldCat member libraries worldwide

"Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience. Surrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others."--Publisher's description
Education for life and work : developing transferable knowledge and skills in the 21st century by National Research Council (U.S.)( Book )

3 editions published in 2012 in English and held by 203 WorldCat member libraries worldwide

"Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums."--Publisher's description
Successful STEM education : a workshop summary by Alexandra S Beatty( Book )

2 editions published in 2011 in English and held by 161 WorldCat member libraries worldwide

"What students learn about the science disciplines, technology, engineering, and mathematics during their K-12 schooling shapes their intellectual development, opportunities for future study and work, and choices of career, as well as their capacity to make informed decisions about political and civic issues and about their own lives. Most people share the vision that a highly capable STEM workforce and a population that understands and supports the scientific enterprise are key to the future place of the United States in global economics and politics and to the well-being of the nation. Indeed, the solutions to some of the most daunting problems facing the nation will require not only the expertise of top STEM professionals but also the wisdom and understanding of its citizens. Although much is known about why schools may not succeed, it is far less clear what makes STEM education effective. Successful STEM Education: A Workshop Summary discusses the importance of STEM education. The report describes the primary types of K-12 schools and programs that can support successful education in the STEM disciplines and examines data and research that demonstrate the effectiveness of these school types. It also summarizes research that helps to identify both the elements that make such programs effective and what is needed to implement these elements."--Publisher's description
Monitoring progress toward successful K-12 STEM education : a nation advancing? by National Research Council (U.S.)( Book )

2 editions published in 2013 in English and held by 133 WorldCat member libraries worldwide

Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it
Successful K-12 STEM education : identifying effective approaches in science, technology, engineering, and mathematics by National Research Council (U.S.)( Book )

2 editions published in 2011 in English and held by 109 WorldCat member libraries worldwide

Examines the landscape of K-12 science, technology, engineering, and mathematics (STEM) education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school-and student-level success in STEM. Science, technology, engineering and mathematics are fundamental aspects of everyone's lives as members of society, consumers, parents, and workers. Providing all students with access to high-quality education in STEM is important to their future and that of the U.S. This report tackles the question of what schools can do to meet this goal. Focusing on the science and mathematics parts of STEM, it also identifies effective STEM schools and practices
Guide to implementing the next generation science standards by National Research Council (U.S.)( Book )

1 edition published in 2015 in English and held by 107 WorldCat member libraries worldwide

"A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century."--
Exploring the intersection of science education and 21st century skills : a workshop summary by Margaret L Hilton( Book )

8 editions published in 2010 in English and held by 105 WorldCat member libraries worldwide

"An emerging body of research suggests that a set of broad '21st century skills'--such as adaptability, complex communication skills, and the ability to solve non-routine problems--are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes--including talk and argument, modeling and representation, and learning from investigations--builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications."--Publisher's description
Reaching students : what research says about effective instruction in undergraduate science and engineering by Nancy Kober( Book )

2 editions published in 2015 in English and held by 102 WorldCat member libraries worldwide

"The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions. Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way. The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students."--
Developing assessments for the Next Generation Science Standards( Book )

3 editions published in 2014 in English and held by 92 WorldCat member libraries worldwide

"The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students."--Résumé de l'éditeur
Climate change education : goals, audiences, and strategies : a workshop summary by Sherrie Forrest( Book )

8 editions published in 2011 in English and held by 79 WorldCat member libraries worldwide

"The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level. The public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances"--Publisher's description
Climate change education : formal settings, K-14 : a workshop summary by National Research Council (U.S.)( Book )

3 editions published in 2012 in English and held by 78 WorldCat member libraries worldwide

"Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes. The report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. Two workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. Climate Change Education in Formal Settings, K-14: A Workshop Summary summarizes the two workshops."--Publisher's description
Identifying and supporting productive STEM programs in out-of-school settings by National Research Council (U.S.)( Book )

2 editions published in 2015 in English and held by 53 WorldCat member libraries worldwide

"More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. [This report] draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. [It] provides guidance on how to evaluate and sustain programs, [and] ... is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community"--Website
Climate change education : preparing future and current business leaders : a workshop summary by Martin Storksdieck( Book )

3 editions published in 2014 in English and held by 40 WorldCat member libraries worldwide

"Climate change poses challenges as well as opportunities for businesses and, broadly speaking for the entire economy. Businesses will be challenged to provide services or products with less harmful influence on the climate; respond to a changing policy, regulatory, and market environment; and provide new services and products to help address the challenges of a changing climate. Many businesses are beginning to see climate change as another context within which they need to consider their core functions of strategy, finance, operations, marketing, and their regulatory environments, a context that poses both risks and opportunities. Climate Change Education: Preparing Current and Future Business Leaders is the summary of a workshop hosted by the National Research Council's Board on Science Education in March 2013 to explore issues associated with teaching climate change-related topics in business schools. The workshop focused on major gaps in understanding of climate and sustainability education in postsecondary professional schools of business. The workshop also connected the topic of climate education for current and future business leaders with a broader discussion on climate change education and how they influence and can benefit each other. This report discusses the role that business schools could play in preparing future corporate leaders for the challenges and opportunities that climate change poses."--
Climate change education : engaging family private forest owners on issues related to climate change : a workshop summary by Alexandra S Beatty( Book )

4 editions published in 2014 in English and held by 40 WorldCat member libraries worldwide

"The forested land in the United States is an asset that is owned and managed not only by federal, state, and local governments, but also by families and other private groups, including timber investment management organizations and real estate investment trusts. The more than 10 million family forestland owners manage the largest percentage of forestland acreage (35 percent) and the majority of the privately owned forestland (62 percent). The Forest Service of the United States Department of Agriculture, which is responsible for the stewardship of all of the nation's forests, has long worked with private owners of forestland on forest management and preservation. At a time when all forestland is facing intensified threats because of the long-term effects of global climate change, the Forest Service recognizes that family forestland owners play a key role in protecting forestland. It is working to identify optimal ways to engage this diverse group and support them in mitigating threats to the biologically diverse land they own or manage. Climate Change Education: Engaging Family Private Forest Owners on Issues Related to Climate Change is the summary of a workshop, convened by the National Research Council's Board on Science Education and Board on Environmental Change and Society as part of its Climate Change Education Roundtable series, to explore approaches to the challenges that face state foresters, extension agents, private forestry consultants, and others involved with private family forestland owners on how to take climate change into consideration when making decisions about their forests. The workshop focused on how findings from the behavioral, social, and educational sciences can be used to help prepare for the impacts of climate change. The workshop participants discussed the threats to forests posed by climate change and human actions; private forestland owners' values, knowledge, and dispositions about forest management, climate change, and related threats; and strategies for improving communication between forestland owners and service providers about forest management in the face of climate change."--Publisher's description
Sharing the adventure with the student : exploring the intersections of NASA space science and education : a workshop summary by Dwayne Day( Book )

4 editions published in 2015 in English and held by 36 WorldCat member libraries worldwide

"On December 2-3, 2014, the Space Studies Board and the Board on Science Education of the National Research Council held a workshop on the NASA Science Mission Directorate (SMD) education program - "Sharing the Adventure with the Student." The workshop brought together representatives of the space science and science education communities to discuss maximizing the effectiveness of the transfer of knowledge from the scientists supported by NASA's SMD to K-12 students directly and to teachers and informal educators. The workshop focused not only on the effectiveness of recent models for transferring science content and scientific practices to students, but also served as a venue for dialogue between education specialists, education staff from NASA and other agencies, space scientists and engineers, and science content generators. Workshop participants reviewed case studies of scientists or engineers who were able to successfully translate their research results and research experiences into formal and informal student science learning. Education specialists shared how science can be translated to education materials and directly to students, and teachers shared their experiences of space science in their classrooms. Sharing the Adventure with the Student is the summary of the presentation and discussions of the workshop."--
Discipline-based education research : understanding and improving learning in undergraduate science and engineering by National Research Council (U.S.)( Book )

5 editions published in 2012 in English and held by 4 WorldCat member libraries worldwide

"The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups"--Publisher's description
Community colleges in the evolving STEM education landscape : summary of a summit by Steve Olson( Book )

6 editions published in 2012 in English and held by 2 WorldCat member libraries worldwide

"The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce. Community colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. [This report] looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion"--Publisher's description
Mathematical and scientific development in early childhood : a workshop summary by Alexandra S Beatty( Book )

2 editions published in 2005 in English and held by 2 WorldCat member libraries worldwide

The National Research Council (nrc), through the Center for Education (cfe), wishes to build on the work in early childhood it has already done. In particular, the nrc wishes to focus on research on young children and their learning of mathematical and scientific ideas. The workshop that is the subject of this report, one in a series of workshops made possible through a grant to the cfe from the National Science Foundation, is the starting point for that effort. The center's mission is to promote evidence-based policy analysis that both responds to current needs and anticipates future ones. This one-day workshop was designed as an initial step in exploring the research in cognition and developmental psychology that sheds light on children's capacity to learn mathematical and scientific ideas. The workshop brought experts together to discuss research on the ways children's cognitive capacities can serve as building blocks in the development of mathematical and scientific understanding. The workshop also focused on curricular and resource materials for mathematics and science found in early childhood education settings as a means to examine particular research-based assumptions that influence classroom practice. The sole purpose of this report is to describe the discussions that took place at that workshop. However, issues for further investigation are explored in two afterwords
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.14 (from 0.03 for Successful ... to 0.35 for Identifyin ...)

Associated Subjects
Active learning After-school programs America Climatic changes Climatic changes--Research Climatic changes--Study and teaching Community colleges Community colleges--Curricula Earth sciences--Research Education Education, Preschool Education, Secondary--Curricula Educational evaluation Education and state Education--Research Education--Social aspects Engineering--Study and teaching Engineering--Study and teaching (Higher) Engineering--Study and teaching (Higher)--Evaluation Engineering--Study and teaching (Secondary) Engineering--Study and teaching--Evaluation Environmental education Experiential learning Forests and forestry--Climatic factors Global temperature changes--Study and teaching Life skills Mathematics--Study and teaching Mathematics--Study and teaching (Early childhood) Mathematics--Study and teaching (Higher) Mathematics--Study and teaching (Preschool) Mathematics--Study and teaching--Evaluation Next Generation Science Standards (Education) Research Science--Study and teaching Science--Study and teaching (Early childhood) Science--Study and teaching (Elementary) Science--Study and teaching (Higher) Science--Study and teaching (Higher)--Evaluation Science--Study and teaching (Secondary) Science--Study and teaching--Evaluation Science--Study and teaching--Standards Space sciences--Research Space sciences--Study and teaching Technological literacy Technology--Study and teaching Technology--Study and teaching (Higher) Technology--Study and teaching--Evaluation Transfer of training United States Universities and colleges--Curricula
Taking science to school : learning and teaching science in grades K-8
Alternative Names

controlled identityNational Academies of Sciences, Engineering, and Medicine (U.S.). Board on Science Education

National Research Council (U.S.). Board on Science Education

National Research Council (U.S.). Center for Education. Board on Science Education

Languages
English (79)

Covers
Ready, set, science! : putting research to work in K-8 science classroomsSurrounded by science : learning science in informal environmentsSuccessful K-12 STEM education : identifying effective approaches in science, technology, engineering, and mathematicsExploring the intersection of science education and 21st century skills : a workshop summaryMathematical and scientific development in early childhood : a workshop summary