@BOOK{NAP author = "National Research Council", editor = "Margaret A. Honey and Margaret L. Hilton", title = "Learning Science Through Computer Games and Simulations", isbn = "978-0-309-18523-3", abstract = "At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. \nTo explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential.\nLearning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.\n\n ", url = "https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Philip Bell and Bruce Lewenstein and Andrew W. Shouse and Michael A. Feder", title = "Learning Science in Informal Environments: People, Places, and Pursuits", isbn = "978-0-309-11955-9", abstract = "Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning.\n\nLearning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines\u2014research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings\u2014museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens.\n\nLearning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.", url = "https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Marilyn Fenichel and Heidi A. Schweingruber", title = "Surrounded by Science: Learning Science in Informal Environments", isbn = "978-0-309-13674-7", abstract = "Practitioners in informal science settings\u2014museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens\u2014are 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. \n\nSurrounded 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.", url = "https://nap.nationalacademies.org/catalog/12614/surrounded-by-science-learning-science-in-informal-environments", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Rajul Pandya and Kenne Ann Dibner", title = "Learning Through Citizen Science: Enhancing Opportunities by Design", isbn = "978-0-309-47916-5", abstract = "In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science.\n\nContemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science.\n\nLearning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education.", url = "https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Susan J. Debad", title = "Learning from the Science of Cognition and Perception for Decision Making: Proceedings of a Workshop", isbn = "978-0-309-47634-8", abstract = "Beginning in October 2017, the National Academies of Sciences, Engineering, and Medicine organized a set of workshops designed to gather information for the Decadal Survey of Social and Behavioral Sciences for Applications to National Security. The fourth workshop focused on the science of cognition and perception, and this publication summarizes the presentations and discussions from this workshop.", url = "https://nap.nationalacademies.org/catalog/25118/learning-from-the-science-of-cognition-and-perception-for-decision-making", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Susan R. Singer and Natalie R. Nielsen and Heidi A. Schweingruber", title = "Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering", isbn = "978-0-309-25411-3", abstract = "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.\nDiscipline-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.\nDiscipline-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.", url = "https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Suzanne Wilson and Heidi Schweingruber and Natalie Nielsen", title = "Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts", isbn = "978-0-309-38018-8", abstract = "Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach.\nThat change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development.\nA teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach.\nThe challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.", url = "https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Richard A. Duschl and Heidi A. Schweingruber and Andrew W. Shouse", title = "Taking Science to School: Learning and Teaching Science in Grades K-8", isbn = "978-0-309-10205-6", abstract = "What is science for a child? How do children learn about science and how to do science? 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 questions as:\n\n 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?\n What role does nonschool learning play in children's knowledge of science?\n How can science education capitalize on children's natural curiosity?\n What are the best tasks for books, lectures, and hands-on learning?\n How can teachers be taught to teach science?\n\nThe book also provides a detailed examination of how we know what we know about children's learning of science\u2014about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education\u2014teachers, 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.", url = "https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades", year = 2007, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Focusing on Learning: Proceedings and Transcripts from Mathematics/Science Partnership Workshops", abstract = "The Mathematics\/Science Partnerships Program resulted from the federal No Child Left Behind legislation enacted in 2001. Supported through funds administered by the NSF and the U.S. Department of Education, it will unite multiple stakeholders in the K-12, higher education, and business communities to ensure that all students have access to, are prepared for, and are encouraged to participate and succeed in, challenging and advanced mathematics and science courses; enhance the quality, quantity and diversity of the K-12 mathematics and science teacher workforce; and develop evidence-based outcomes that contribute to our understanding of how students effectively learn mathematics and science. \n\nNSF will award grants to partnership-driven projects to develop innovative ways to improve K-12 student achievement in mathematics and science. Administrators, mathematics and science teachers and guidance counselors in K-12 partner organizations join forces with faculty in mathematics, science, engineering, education faculty and administrators in higher education. The partner organizations commit to implementing coordinated institutional change to encourage the success of the projects. Partners and partner organizations may include a wide variety of business and industry, community organizations, state education agencies, science centers and museums, and private foundations among others. MSP projects are designed to make evidence-based contributions to the learning and teaching knowledge of a larger MSP Learning Network. Ideally, the MSP Learning Network will share successful teaching strategies, provide training and encouragement for mathematics and science teachers and generally improve learning for all students. \n\n", url = "https://nap.nationalacademies.org/catalog/11465/focusing-on-learning-proceedings-and-transcripts-from-mathematicsscience-partnership-workshops", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Focusing on Assessment of Learning: Proceedings and Transcripts from Mathematics/Science Partnership Workshops", abstract = "The Mathematics\/Science Partnerships Program resulted from the federal No Child Left Behind legislation enacted in 2001. Supported through funds administered by the NSF and the U.S. Department of Education, it will unite multiple stakeholders in the K-12, higher education, and business communities to ensure that all students have access to, are prepared for, and are encouraged to participate and succeed in, challenging and advanced mathematics and science courses; enhance the quality, quantity and diversity of the K-12 mathematics and science teacher workforce; and develop evidence-based outcomes that contribute to our understanding of how students effectively learn mathematics and science. \n\nNSF will award grants to partnership-driven projects to develop innovative ways to improve K-12 student achievement in mathematics and science. Administrators, mathematics and science teachers and guidance counselors in K-12 partner organizations join forces with faculty in mathematics, science, engineering, education faculty and administrators in higher education. The partner organizations commit to implementing coordinated institutional change to encourage the success of the projects. Partners and partner organizations may include a wide variety of business and industry, community organizations, state education agencies, science centers and museums, and private foundations among others. MSP projects are designed to make evidence-based contributions to the learning and teaching knowledge of a larger MSP Learning Network. Ideally, the MSP Learning Network will share successful teaching strategies, provide training and encouragement for mathematics and science teachers and generally improve learning for all students. \n\n", url = "https://nap.nationalacademies.org/catalog/11464/focusing-on-assessment-of-learning-proceedings-and-transcripts-from-mathematicsscience", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Nancy Kober and Heidi Carlone and Elizabeth A. Davis and Ximena Dominguez and Eve Manz and Carla Zembal-Saul and Amy Stephens and Heidi Schweingruber", title = "Rise and Thrive with Science: Teaching PK-5 Science and Engineering", isbn = "978-0-309-69821-4", abstract = "Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting.\nUsing cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience.\nRise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students.", url = "https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Elizabeth A. Davis and Amy Stephens", title = "Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators", isbn = "978-0-309-68417-0", abstract = "Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.\nScience and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.\nBuilding a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. ", url = "https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Biological Collections: Ensuring Critical Research and Education for the 21st Century", isbn = "978-0-309-49853-1", abstract = "Biological collections are a critical part of the nation's science and innovation infrastructure and a fundamental resource for understanding the natural world. Biological collections underpin basic science discoveries as well as deepen our understanding of many challenges such as global change, biodiversity loss, sustainable food production, ecosystem conservation, and improving human health and security. They are important resources for education, both in formal training for the science and technology workforce, and in informal learning through schools, citizen science programs, and adult learning. However, the sustainability of biological collections is under threat. Without enhanced strategic leadership and investments in their infrastructure and growth many biological collections could be lost.\nBiological Collections: Ensuring Critical Research and Education for the 21st Century recommends approaches for biological collections to develop long-term financial sustainability, advance digitization, recruit and support a diverse workforce, and upgrade and maintain a robust physical infrastructure in order to continue serving science and society. The aim of the report is to stimulate a national discussion regarding the goals and strategies needed to ensure that U.S. biological collections not only thrive but continue to grow throughout the 21st century and beyond.", url = "https://nap.nationalacademies.org/catalog/25592/biological-collections-ensuring-critical-research-and-education-for-the-21st", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Identifying and Supporting Productive STEM Programs in Out-of-School Settings", isbn = "978-0-309-37362-3", abstract = "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. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.\n", url = "https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Elizabeth T. Cady and Cameron H. Fletcher and Joe Alper", title = "Sharing Exemplary Admissions Practices That Promote Diversity in Engineering: Proceedings of a Workshop", isbn = "978-0-309-71118-0", abstract = "The National Academy of Engineering convened a three-day workshop from May 24-26, 2021, which sought to define directions for future research on best practices, metrics, and policies that promote diversity in engineering and how they fit into the larger system of recruiting and retaining engineering students from all backgrounds. Workshop discussions examined the system of higher education admissions, transfer and 3+2 programs, research on admissions, and the advantages of and concerns with using artificial intelligence and data science tools in recruiting, admissions, and retention. This publication summarizes the presentations and discussions of the workshop.", url = "https://nap.nationalacademies.org/catalog/27278/sharing-exemplary-admissions-practices-that-promote-diversity-in-engineering-proceedings", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", title = "Transforming EPA Science to Meet Today's and Tomorrow's Challenges", isbn = "978-0-309-68976-2", abstract = "Since its establishment in 1970, the mission of the Environmental Protection Agency is to protect human health and the environment. EPA develops regulations, ensures compliance, and issues policies, in coordination with state, tribal, and local governments. To accomplish its mission, EPA should be equipped to produce and access the highest quality and most advanced science. The Office of Research and Development (ORD) provides the scientific bases for regulatory and public health policies that have broad impacts on the nation\u2019s natural resources and quality of human life, and that yield economic benefits and incur compliance costs for the regulated community. In addition, ORD develops the agency core research capabilities, providing tools and methods for meeting current and anticipating future environmental challenges, such as the risks to health and the environment posed by climate change. Because challenges associated with environmental protection today are complex and affected by many interacting factors, the report points to the need for a substantially broader and better integrated approach to environmental protection.\nThis report calls for EPA ORD to pursue all of its scientific aims in a new framework\u2014to apply systems thinking to a One Environment \u2212 One Health approach in all aspects of ORD work. To accomplish this, the report provides actionable recommendations on how ORD might consider incorporating emerging science and systems thinking into the agency research planning, so that ORD can become an increasingly impactful organization. The report identifies a number of high-priority recommendations for ORD to pursue in taking advantage of a broad range of advanced tools, in concert with collaborators in other federal agencies and the broader scientific community. Given the resource constraints, the report recognizes that ORD will have to make decisions about priorities for implementing its recommendations, and that ORD leadership is in the best position to set those priorities as implementation begins. The report concluded by stating that shifting to a systems-thinking approach will require renewed support from science leadership, enhanced strategic planning, investment in new and broader expertise and tools, and a reimagined and inclusive commitment to communication and collaboration. ", url = "https://nap.nationalacademies.org/catalog/26602/transforming-epa-science-to-meet-todays-and-tomorrows-challenges", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Brett Moulding and Nancy Songer and Kerry Brenner", title = "Science and Engineering for Grades 6-12: Investigation and Design at the Center", isbn = "978-0-309-48260-8", abstract = "It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.\n\nThe majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences.\n\nScience and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data\/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.", url = "https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Communicating Chemistry: A Framework for Sharing Science: A Practical Evidence-Based Guide", isbn = "978-0-309-44856-7", abstract = "A growing body of evidence indicates that, increasingly, the public is engaging with science in a wide range of informal environments, which can be any setting outside of school such as community-based programs, festivals, libraries, or home. Yet undergraduate and graduate schools often don\u2019t prepare scientists for public communication.\n\nThis practical guide is intended for any chemist \u2013 that is, any professional who works in chemistry-related activities, whether research, manufacturing or policy \u2013 who wishes to improve their informal communications with the public. At the heart of this guide is a framework, which was presented in the report Effective Chemistry Communication in Informal Environments and is based on the best available empirical evidence from the research literature on informal learning, science communication, and chemistry education. The framework consists of five elements which can be applied broadly to any science communication event in an informal setting.", url = "https://nap.nationalacademies.org/catalog/23444/communicating-chemistry-a-framework-for-sharing-science-a-practical-evidence", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Susan R. Singer and Margaret L. Hilton and Heidi A. Schweingruber", title = "America's Lab Report: Investigations in High School Science", isbn = "978-0-309-13934-2", abstract = "Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation\u00ef\u00bf\u00bds high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools:\n\n What is effective laboratory teaching?\n What does research tell us about learning in high school science labs?\n How should student learning in laboratory experiences be assessed?\n Do all student have access to laboratory experiences?\n What changes need to be made to improve laboratory experiences for high school students?\n How can school organization contribute to effective laboratory teaching?\n\n With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum\u2014and how that can be accomplished.", url = "https://nap.nationalacademies.org/catalog/11311/americas-lab-report-investigations-in-high-school-science", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" }