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Benchmarks for science literacy

American Association for the Advancement of Science. Project 2061 ; American Association for the Advancement of Science, Washington, DC

New York u.a: Oxford Univ. Pr 1993

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Título:
Benchmarks for science literacy
Autor: American Association for the Advancement of Science. Project 2061 ; American Association for the Advancement of Science, Washington, DC
Assuntos: Benchmarking ; Benchmarks for Science Literacy ; Bildungsanforderung ; Bildungsforschung ; Curriculum ; Educational Change ; Elementary Secondary Education ; Gesellschaft ; Grundschule ; Informationsverarbeitung ; Ingenieurwissenschaft ; Kognition ; Lehrer ; Lehrerin ; Lernen ; Mathematics Curriculum ; Mathematikunterricht ; Naturwissenschaftlicher Unterricht ; Project 2061 (AAAS) ; Reform Efforts ; Science Curriculum ; Science History ; Scientific Concepts ; Technologie ; Technology ; Unterrichtsgegenstand ; Vereinigte Staaten
Descrição: Project 2061, begun in 1985, is a long-term effort of scientists and educators on behalf of all children, the purpose of which is to help transform the nation's school system so that all students become well educated in science, mathematics, and technology. Science For All Americans, the first Project 2061 publication, answered the question of what constitutes adult science literacy, recommending what all students should know and be able to do in science, mathematics, and technology by the time they graduate from high school. This document, a companion report to Science For All Americans, specifies how students should progress toward science literacy, recommending what they should know and be able to do by the end of grades 2, 5, 8, and 12. It was prepared by a cross-section of practicing educators as a tool to be used by educators in designing a curriculum that makes sense to them and meets the standards for science literacy. Each chapter contains overall comments on the ideas to be learned and, in very general terms, the kinds of student experience that would foster learning; a summary of research findings relevant to how students think and learn about ideas in that section; related ideas in other chapters; commentary on common difficulties in learning the ideas, on pacing over grade levels, and on clarification of the ideas themselves; and grade-span comments that clarify what knowing the idea entails and sketch what student experiences might include and what difficulties students might have. Chapters include: (1) "The Nature of Science"; (2) "The Nature of Mathematics"; (3) "The Nature of Technology"; (4) "The Physical Setting"; (5) "The Living Environment"; (6) "The Human Organism"; (7) "Human Society"; (8) "The Designed World"; (9) "The Mathematical World"; (10) "Historical Perspectives"; (11) "Common Themes"; and (12) "Habits of Mind." Background Information Chapters include: (13) "The Origin of Benchmarks"; (14) "Issues and Language"; (15) "The Research Base"; and (16) "Beyond Benchmarks." (JRH)
Editor: New York u.a: Oxford Univ. Pr
Data de criação/publicação: 1993
Formato: XV, 418
Idioma: Inglês

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Benchmarks for science literacy

American Association for the Advancement of Science. Project 2061 ; American Association for the Advancement of Science, Washington, DC

New York u.a: Oxford Univ. Pr 1993

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