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edited by Richard A. Duschl
At no time in history has improving science education been more important than it is today. Yet after 15 years of focused standards-based reform, improvements in U.S. science education are modest at best, and comparisons show that U.S. students fare poorly in comparison with students in other countries. In addition, gaps in achievement persist between majority group students and both economically disadvantaged and non-Asian minority students. In part, these achievement gaps mirror inequities in science education and take on greater significance with the looming mandate of the No Child Left Behind Act. This report answers three broad questions:

1) How is science learned, and are there critical stages in children's development of scientific concepts? (2) How should science be taught in K-8 classrooms? (3) What research is needed to increase understanding about how students learn science?
Subjects Levels Resource Types
Education Foundations
- Achievement
- Cognition
= Cognition Development
- Communication
= Representations
- Learning Theory
- Research Design & Methodology
= Evaluation
= Statistics
- Societal Issues
= Cultural Issues
= International Issues
- Teacher Characteristics
= Content Knowledge
General Physics
- Physics Education Research
- Elementary School
- Middle School
- Collection
- Instructional Material
= Best practice
= Curriculum support
= Instructor Guide/Manual
= Student Guide
= Textbook
- Reference Material
= Research study
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Lesson Plan
- New teachers
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Intended Users:
Educator
Learner
Researcher
Format:
text/html
Access Rights:
Free access
If read online
Restriction:
© 2007 National Academy Press
Keywords:
K-8 Science, Teaching and learning, What new teachers should know, science learning, science learning models, teacher education, teaching models
Record Creator:
Metadata instance created January 26, 2008 by Cathy Ezrailson
Record Updated:
March 9, 2010 by Lyle Barbato
Last Update
when Cataloged:
September 1, 2007
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
, edited by R. Duschl (2007), WWW Document, (http://books.nap.edu/catalog.php?record_id=11625#toc).
AJP/PRST-PER
Taking Science to School: Learning and Teaching Science in Grades K-8, , edited by R. Duschl (2007), <http://books.nap.edu/catalog.php?record_id=11625#toc>.
APA Format
Duschl, R. (Ed.). (2007, September 1). Taking Science to School: Learning and Teaching Science in Grades K-8. Retrieved November 25, 2014, from http://books.nap.edu/catalog.php?record_id=11625#toc
Chicago Format
Duschl, Richard A., ed. Taking Science to School: Learning and Teaching Science in Grades K-8. September 1, 2007. http://books.nap.edu/catalog.php?record_id=11625#toc (accessed 25 November 2014).
MLA Format
Duschl, Richard A., ed. Taking Science to School: Learning and Teaching Science in Grades K-8. 2007. 1 Sep. 2007. 25 Nov. 2014 <http://books.nap.edu/catalog.php?record_id=11625#toc>.
BibTeX Export Format
@misc{ Title = {Taking Science to School: Learning and Teaching Science in Grades K-8}, Volume = {2014}, Number = {25 November 2014}, Month = {September 1, 2007}, Year = {2007} }
Refer Export Format

%A Richard A. Duschl, (ed)
%T Taking Science to School: Learning and Teaching Science in Grades K-8
%D September 1, 2007
%U http://books.nap.edu/catalog.php?record_id=11625#toc
%O text/html

EndNote Export Format

%0 Electronic Source
%D September 1, 2007
%T Taking Science to School: Learning and Teaching Science in Grades K-8
%E Duschl, Richard A.
%V 2014
%N 25 November 2014
%8 September 1, 2007
%9 text/html
%U http://books.nap.edu/catalog.php?record_id=11625#toc


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