Investigating Environmental Changes (Paperback)
Idioma: inglés
Editorial: National Science Teachers Association, Arlington, 2019
- Tapa blanda
- Nuevo
Librería: Grand Eagle Retail, Bensenville, IL, Estados Unidos de AmericaGrand Eagle Retail
Vendedor de IberLibro desde 12 de octubre de 2005
Condición: Nuevo
EUR 38,01
Cantidad disponible: 1 disponible
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Paperback. What if you could challenge your second graders to build an outdoor STEM classroomcomplete with a butterfly garden, birdbath, and sundial? Investigating Environmental Changes provides young children with a STEM context in which to explore how plant and animal life cycles coincide with the Earths movement around the Sun. To develop a proposal and data collection plan for their outdoor classroom, students will draw on life, Earth, and environmental sciences; the engineering design process; mathematics; and English language arts. In addition, they will make connections among local weather patterns, the seasons, and plant life cycles. They will also learn about recycling, including sorting and tracking recycled materials. What if you could challenge your second graders to build an outdoor STEM classroom - complete with a butterfly garden, birdbath, and sundial? Investigating Environmental Changes provides young children with a STEM context in which to explore how plant and animal life cycles coincide with the Earth's movement around the Sun. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…
N° de ref. del artículo 9781681405346
- Título
- Investigating Environmental Changes (Paperback)
- Autor
- Carla C. Johnson
- Editorial
- National Science Teachers Association, Arlington
- Año de publicación
- 2019
- Estado
- new
- Encuadernación
- Paperback
- Idioma
- inglés
- ISBN 10
- 1681405342
- ISBN 13
- 9781681405346
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Dr. Johnson is a Professor of Science Education, Executive Director of the Artificial Intelligence Academy, and Faculty Research Fellow at NCSU. She has been awarded and managed over 75 million in external funding for research and programming across her career - all focused on making STEM for all students a reality. Dr. Johnson has served as an expert advisor to the Office of Science and Technology Policy and has led research and evaluation projects for NASA and the Department of Defense. Dr. Johnson has led several large-scale STEM initiatives, such as the STEM Road Map Curriculum Project and the Handbook of Research on STEM Education (2020), in which the second edition is in progress. Dr. Johnson currently serves as the elected Chair of the American Educational Research Association's (AERA) and the Special Interest Group (SIG) for Science Teaching and Learning. She is on the editorial board of the journal Trends in Higher Education and served as the Editor of the School Science and Mathematics research journal for a decade 2011-21.
Dr. Johnson has worked with thousands of teachers across the U.S. through professional development and training programs. She has also worked with over 50 schools leading their STEM School strategic planning process. Dr. Johnson has received many national awards for her research. Across her career she has published over 50 peer reviewed research articles, 33 books, and 9 book chapters, as well as dozens of evaluation reports for associated federal and state-level STEM evaluation projects. She has developed an industry partner network for the AI Academy comprised of over 100 organizations which are engaged in growing access for historically excluded and underserved individuals to high school instruction, adult workforce development, and college/career paths in artificial intelligence/IT.
Dr. Erin Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in Science Education and Director of the Center for Social Equity through Science Education at George Mason University in Fairfax, Virginia, USA. Dr. Peters-Burton's research agenda is based in social justice and she pursues projects that help students who feel excluded in science classes become more aware of the scientific enterprise and how scientific knowledge is generated. She is interested in the nexus of the nature of science, science teacher pedagogical content knowledge, and educational psychology. She is PI for an NSF-funded research project entitled, Fostering Student Computational Thinking with Self-Regulated Learning, which will develop an electronic notebook that prompts students to think computationally with self-regulated learning strategies while collecting analytics on student learning (SPIN; Science Practices Innovation Notebook). She has been co-PI for two NSF-funded grants, Opportunity Structures for Preparation and Inspiration in STEM (OSPrI) and Developing a Model of STEM-Focused Elementary Schools (eSTEM) that have empirically identified criteria for the design of successful inclusive STEM high schools and elementary schools. In addition, Dr. Peters-Burton is an editor of the STEM Road Map curriculum series published by NSTA Press, which is K-12 curriculum based on 5-week problem-based learning modules that integrate STEM, English language arts, and social studies concepts and practices. Dr. Peters-Burton is an Associate Editor of the journals, School Science and Mathematics and Journal of Science Teacher Education.
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Grand Eagle Retail
Bensenville, IL, Estados Unidos de America
Vendedor de IberLibro desde 12 de octubre de 2005
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