@BOOK{NAP author = "National Research Council", editor = "Sarah Michaels and Andrew W. Shouse and Heidi A. Schweingruber", title = "Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms", isbn = "978-0-309-10614-6", abstract = "What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?\nReady, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.\nReady, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.\nThis book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone \u00ef\u00bf\u00bdincluding parents \u00ef\u00bf\u00bddirectly or indirectly involved in the teaching of science.", url = "https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "How People Learn: Brain, Mind, Experience, and School: Expanded Edition", isbn = "978-0-309-07036-2", abstract = "First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.\nLike the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods\u2014to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.\nHow People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.\nTopics include:\n\n How learning actually changes the physical structure of the brain.\n How existing knowledge affects what people notice and how they learn.\n What the thought processes of experts tell us about how to teach.\n The amazing learning potential of infants.\n The relationship of classroom learning and everyday settings of community and workplace.\n Learning needs and opportunities for teachers.\n A realistic look at the role of technology in education.\n", url = "https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Tina Masciangioli", title = "Chemistry in Primetime and Online: Communicating Chemistry in Informal Environments: Workshop Summary", isbn = "978-0-309-18770-1", abstract = "It is critical that we increase public knowledge and understanding of science and technology issues through formal and informal learning for the United States to maintain its competitive edge in today's global economy. Since most Americans learn about science outside of school, we must take advantage of opportunities to present chemistry content on television, the Internet, in museums, and in other informal educational settings.\nIn May 2010, the National Academies' Chemical Sciences Roundtable held a workshop to examine how the public obtains scientific information informally and to discuss methods that chemists can use to improve and expand efforts to reach a general, nontechnical audience. Workshop participants included chemical practitioners (e.g., graduate students, postdocs, professors, administrators); experts on informal learning; public and private funding organizations; science writers, bloggers, publishers, and university communications officers; and television and Internet content producers. Chemistry in Primetime and Online is a factual summary of what occurred in that workshop.\nChemistry in Primetime and Online examines science content, especially chemistry, in various informal educational settings. It explores means of measuring recognition and retention of the information presented in various media formats and settings. Although the report does not provide any conclusions or recommendations about needs and future directions, it does discuss the need for chemists to connect more with professional writers, artists, or videographers, who know how to communicate with and interest general audiences. It also emphasizes the importance of formal education in setting the stage for informal interactions with chemistry and chemists.", url = "https://nap.nationalacademies.org/catalog/13106/chemistry-in-primetime-and-online-communicating-chemistry-in-informal-environments", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Dwayne Day", title = "Sharing the Adventure with the Student: Exploring the Intersections of NASA Space Science and Education: A Workshop Summary", isbn = "978-0-309-37426-2", abstract = "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.", url = "https://nap.nationalacademies.org/catalog/21751/sharing-the-adventure-with-the-student-exploring-the-intersections-of", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra S. Beatty and Michael Feder and Martin Storksdieck", title = "Climate Change Education: Engaging Family Private Forest Owners on Issues Related to Climate Change: A Workshop Summary", isbn = "978-0-309-30539-6", abstract = "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.\nClimate 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.\n ", url = "https://nap.nationalacademies.org/catalog/18807/climate-change-education-engaging-family-private-forest-owners-on-issues", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" }