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Affiche du document Preparing Teachers for Three-Dimensional Instruction — Preparing Teachers for Three-Dimensional Instruction
Jack Rhoton
2h18min00
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184 pages. Temps de lecture estimé 2h18min.
It’s not enough for teachers to read through the Next Generation Science Standards (NGSS) and correlate their content to the established curriculum. Teachers must prepare to make the vision of the NGSS come alive in their classrooms. Editor Jack Rhoton maintains that the preparation will be most effective if it begins in undergraduate coursework and is sustained by ongoing professional development designed to bring about real change. The goal of Preparing Teachers for Three-Dimensional Instruction is to contribute to that preparation—and that change. It showcases the many shifts that higher education science faculty, teacher education faculty, and others are already making to bring the standards to life. Preparing Teachers was written specifically for preservice science teachers, but science education faculty and practicing K–12 teachers can also benefit from it. The authors of the 18 chapters are outstanding classroom practitioners and science educators at all levels. Section I provides examples of teaching models that fulfill the intent of the NGSS. Section II describes approaches to professional development that can improve practice. Sections III and IV consider what can be done in both teacher preparation courses and undergraduate science courses for preservice science teachers. Section V explores ways to enlist the business community and other partners in support of the changes the standards can bring about. Rhoton calls the book “a motivating resource” for the science education community. Use it to achieve the ultimate goal of the NGSS: to move science education away from the formulaic classroom methods many students are now experiencing and instead support them in becoming true practitioners of science.

Preparing Teachers for Three-Dimensional Instruction
Jack Rhoton
2h18min00
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184 pages. Temps de lecture estimé 2h18min.
It’s not enough for teachers to read through the Next Generation Science Standards (NGSS) and correlate their content to the established curriculum. Teachers must prepare to make the vision of the NGSS come alive in their classrooms. Editor Jack Rhoton maintains that the preparation will be most effective if it begins in undergraduate coursework and is sustained by ongoing professional development designed to bring about real change. The goal of Preparing Teachers for Three-Dimensional Instruction is to contribute to that preparation—and that change. It showcases the many shifts that higher education science faculty, teacher education faculty, and others are already making to bring the standards to life. Preparing Teachers was written specifically for preservice science teachers, but science education faculty and practicing K–12 teachers can also benefit from it. The authors of the 18 chapters are outstanding classroom practitioners and science educators at all levels. Section I provides examples of teaching models that fulfill the intent of the NGSS. Section II describes approaches to professional development that can improve practice. Sections III and IV consider what can be done in both teacher preparation courses and undergraduate science courses for preservice science teachers. Section V explores ways to enlist the business community and other partners in support of the changes the standards can bring about. Rhoton calls the book “a motivating resource” for the science education community. Use it to achieve the ultimate goal of the NGSS: to move science education away from the formulaic classroom methods many students are now experiencing and instead support them in becoming true practitioners of science.

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Affiche du document The NSTA Quick-Reference Guide to the NGSS, K-12 — The NSTA Quick-Reference Guide to the NGSS, K-12
Ted Willard
2h14min15
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179 pages. Temps de lecture estimé 2h14min.
Since the release of the first draft of the Next Generation Science Standards (NGSS), NSTA has been at the forefront in promoting the standards and helping science educators become familiar with and learn to navigate this exciting but complex document. Later, when the final version was released and states began adopting the standards, NSTA started to develop resources that would assist educators with their implementation. Along the way, NSTA learned that even the simplest of resources, like a one-page cheat sheet, can be extremely useful. Many of those tools are collected here, including • a two-page “cheat sheet” that describes the practices, core ideas, and crosscutting concepts that make up the three dimensions described in A Framework for K–12 Science Education; • an “Inside the Box” graphic that spells out all of the individual sections of text that appear on a page of the NGSS; • a Venn diagram comparing the practices in NGSS, Common Core State Standards, Mathematics, and Common Core State Standards, English Language Arts; and • matrices showing how the NGSS are organized by topic and disciplinary core idea. This guide also provides the appropriate performance expectations; disciplinary core ideas; practices; crosscutting concepts; connections to engineering, technology, and applications of science; and connections to nature of science. It is designed to be used with the NGSS. The book’s emphasis is on easy. Find the parts of the standards most relevant to you, acquaint yourself with the format, and find out what each of the different parts means. The NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for elementary, middle, and high school. These Quick-Reference Guides are indispensable to science teachers at all levels, as well as to administrators, curriculum developers, and teacher educators.

The NSTA Quick-Reference Guide to the NGSS, K-12
Ted Willard
2h14min15
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179 pages. Temps de lecture estimé 2h14min.
Since the release of the first draft of the Next Generation Science Standards (NGSS), NSTA has been at the forefront in promoting the standards and helping science educators become familiar with and learn to navigate this exciting but complex document. Later, when the final version was released and states began adopting the standards, NSTA started to develop resources that would assist educators with their implementation. Along the way, NSTA learned that even the simplest of resources, like a one-page cheat sheet, can be extremely useful. Many of those tools are collected here, including • a two-page “cheat sheet” that describes the practices, core ideas, and crosscutting concepts that make up the three dimensions described in A Framework for K–12 Science Education; • an “Inside the Box” graphic that spells out all of the individual sections of text that appear on a page of the NGSS; • a Venn diagram comparing the practices in NGSS, Common Core State Standards, Mathematics, and Common Core State Standards, English Language Arts; and • matrices showing how the NGSS are organized by topic and disciplinary core idea. This guide also provides the appropriate performance expectations; disciplinary core ideas; practices; crosscutting concepts; connections to engineering, technology, and applications of science; and connections to nature of science. It is designed to be used with the NGSS. The book’s emphasis is on easy. Find the parts of the standards most relevant to you, acquaint yourself with the format, and find out what each of the different parts means. The NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for elementary, middle, and high school. These Quick-Reference Guides are indispensable to science teachers at all levels, as well as to administrators, curriculum developers, and teacher educators.

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Affiche du document Science for English Language Learners — Science for English Language Learners
David T. Crowther
3h27min45
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277 pages. Temps de lecture estimé 3h28min.
If you work with linguistically and culturally diverse students, you and your students will benefit from the foundation this book provides for teaching both science and language. Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two. The book is designed so you can easily dip in and out of the topics you want. It’s organized into four sections: 1. Principles and practices that science and English teaching share 2. Classroom strategies for planning, teaching, assessing, and extending learning 3. How to design lessons and model lessons for K—12 students 4. Context and research, including an overview of science and English as a second language standards; instructional practices; and ways to integrate science, language, and literacy Each of the 10 chapters is coauthored by experienced science and language educators who coordinate their approaches to teaching English language learners. By capitalizing on strengths from both fields, Science for English Language Learners will help you reach all students.

Science for English Language Learners
David T. Crowther
3h27min45
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277 pages. Temps de lecture estimé 3h28min.
If you work with linguistically and culturally diverse students, you and your students will benefit from the foundation this book provides for teaching both science and language. Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two. The book is designed so you can easily dip in and out of the topics you want. It’s organized into four sections: 1. Principles and practices that science and English teaching share 2. Classroom strategies for planning, teaching, assessing, and extending learning 3. How to design lessons and model lessons for K—12 students 4. Context and research, including an overview of science and English as a second language standards; instructional practices; and ways to integrate science, language, and literacy Each of the 10 chapters is coauthored by experienced science and language educators who coordinate their approaches to teaching English language learners. By capitalizing on strengths from both fields, Science for English Language Learners will help you reach all students.

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Affiche du document Instructional Sequence Matters, Grades 9–12 — Instructional Sequence Matters, Grades 9–12
Patrick Brown
1h06min00
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88 pages. Temps de lecture estimé 1h06min.
Instructional Sequence Matters, Grades 9–12 is the one-stop resource that will inspire you to reimagine your approach to high school physical science. The book discusses the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) as a specific pathway for teaching and learning. It also shows how simple shifts in the way you arrange and combine activities will help your students construct firsthand knowledge as you put the three dimensions of contemporary standards into practice. Like its popular counterparts for grades 3–5 and 6–8, the book is designed as a complete self-guided tour. It helps both novice teachers and classroom veterans understand the following: • Why sequence matters. A concise review of cognitive science and science education research explains why the order in which you structure your lessons is so critical. • What you need to do. An overview of important planning considerations covers becoming an “explore-before-explain” teacher and designing 5E instructional models. • How to do it. Planning templates include reflection questions to spark your thinking and develop your knowledge. Model lessons encourage you to teach in ways that allow for active meaning making—precisely what is called for in three-dimensional instruction. You’ll learn to engage students as they tackle engineering design problems, use algebraic and mathematical reasoning, read technical texts, develop their own inquiries, and write argumentative essays. Instructional Sequence Matters, Grades 9–12 will help you stimulate teacher thinking and cultivate the skills necessary to take your students to higher levels of learning.

Instructional Sequence Matters, Grades 9–12
Patrick Brown
1h06min00
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88 pages. Temps de lecture estimé 1h06min.
Instructional Sequence Matters, Grades 9–12 is the one-stop resource that will inspire you to reimagine your approach to high school physical science. The book discusses the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) as a specific pathway for teaching and learning. It also shows how simple shifts in the way you arrange and combine activities will help your students construct firsthand knowledge as you put the three dimensions of contemporary standards into practice. Like its popular counterparts for grades 3–5 and 6–8, the book is designed as a complete self-guided tour. It helps both novice teachers and classroom veterans understand the following: • Why sequence matters. A concise review of cognitive science and science education research explains why the order in which you structure your lessons is so critical. • What you need to do. An overview of important planning considerations covers becoming an “explore-before-explain” teacher and designing 5E instructional models. • How to do it. Planning templates include reflection questions to spark your thinking and develop your knowledge. Model lessons encourage you to teach in ways that allow for active meaning making—precisely what is called for in three-dimensional instruction. You’ll learn to engage students as they tackle engineering design problems, use algebraic and mathematical reasoning, read technical texts, develop their own inquiries, and write argumentative essays. Instructional Sequence Matters, Grades 9–12 will help you stimulate teacher thinking and cultivate the skills necessary to take your students to higher levels of learning.

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Affiche du document Once Upon a Life Science Book — Once Upon a Life Science Book
Jodi Wheeler-Toppen
2h07min30
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170 pages. Temps de lecture estimé 2h07min.
Reading skills and life science come together in this engaging new book for middle school teachers. Once Upon a Life Science Book makes it easy for teachers to improve their students’ reading abilities and teach science content simultaneously through clearly outlined, inquiry-based lessons. Author Jodi Wheeler-Toppen offers science activities for students and explains how these activities relate to the National Science Education Standards. Topics as varied as the cell cycle, skeletal and muscular systems, genetics, and food chains are covered in a concise manner that will appeal to teachers and students alike. She doesn’t stop there, however. She follows these activities with reading strategies such as comprehension coding, chunking, and previewing diagrams and illustrations that students can apply to science lessons and other subjects. The reading passages on science content are more student friendly and easier to follow than typical textbooks, which might not provide the background knowledge or connections that students need to learn science content. With this interdisciplinary volume, teachers can help students learn the science in a straightforward manner and develop strategies to improve their reading—a win-win that will delight time-strapped educators.

Once Upon a Life Science Book
Jodi Wheeler-Toppen
2h07min30
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170 pages. Temps de lecture estimé 2h07min.
Reading skills and life science come together in this engaging new book for middle school teachers. Once Upon a Life Science Book makes it easy for teachers to improve their students’ reading abilities and teach science content simultaneously through clearly outlined, inquiry-based lessons. Author Jodi Wheeler-Toppen offers science activities for students and explains how these activities relate to the National Science Education Standards. Topics as varied as the cell cycle, skeletal and muscular systems, genetics, and food chains are covered in a concise manner that will appeal to teachers and students alike. She doesn’t stop there, however. She follows these activities with reading strategies such as comprehension coding, chunking, and previewing diagrams and illustrations that students can apply to science lessons and other subjects. The reading passages on science content are more student friendly and easier to follow than typical textbooks, which might not provide the background knowledge or connections that students need to learn science content. With this interdisciplinary volume, teachers can help students learn the science in a straightforward manner and develop strategies to improve their reading—a win-win that will delight time-strapped educators.

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Affiche du document Integrating STEM Teaching and Learning Into the K–2 Classroom — Integrating STEM Teaching and Learning Into the K–2 Classroom
Jen Gutierrez
1h01min30
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82 pages. Temps de lecture estimé 1h01min.
“Integrating STEM Teaching and Learning Into the K–2 Classroom is a critically important contribution toward advancing STEM teaching and learning. It blazes a trail for early elementary classroom practitioners to reflect the latest thinking in STEM education, and it provides a means by which early elementary educators can meaningfully contribute to America’s STEM education movement.” —Jeff Weld, former senior policy advisor on STEM education, White House Office of Science and Technology Policy Here’s proof that STEM (science, technology, engineering, and mathematics) isn’t just for the big kids! This book’s 10 chapters are a mini-course on blending authentic, phenomena-driven, integrated STEM teaching and learning into busy K–2 classrooms. Based in both research and real-world experience, Integrating STEM Teaching and Learning Into the K–2 Classroom provides professional learning experiences that help you make connections between STEM topics and the everyday activities you’re already doing with your students. The book answers the following questions: • How is K–2 STEM education different from what you’re already doing, and how can you do it without squeezing more into your already-full schedule? • What are the key elements in an integrated STEM classroom, and how do they work together? • How do you use STEM in concert with your core reading block? To show you how it all works in real life, the book provides descriptions of four completed projects from actual classrooms—projects with names like “Baby Bear’s Chair” and “A Pond Habitat.” An easy-to-follow template shows you the process for developing your own STEM experiences. The final chapter describes how one district created a culture of STEM teaching and learning when education partners committed to working together toward a common goal. Researchers agree that STEM education is important in early childhood. Integrating STEM Teaching and Learning gives you the background and strategies to engage your young students in STEM without overloading your day—or overwhelming yourself.

Integrating STEM Teaching and Learning Into the K–2 Classroom
Jen Gutierrez
1h01min30
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82 pages. Temps de lecture estimé 1h01min.
“Integrating STEM Teaching and Learning Into the K–2 Classroom is a critically important contribution toward advancing STEM teaching and learning. It blazes a trail for early elementary classroom practitioners to reflect the latest thinking in STEM education, and it provides a means by which early elementary educators can meaningfully contribute to America’s STEM education movement.” —Jeff Weld, former senior policy advisor on STEM education, White House Office of Science and Technology Policy Here’s proof that STEM (science, technology, engineering, and mathematics) isn’t just for the big kids! This book’s 10 chapters are a mini-course on blending authentic, phenomena-driven, integrated STEM teaching and learning into busy K–2 classrooms. Based in both research and real-world experience, Integrating STEM Teaching and Learning Into the K–2 Classroom provides professional learning experiences that help you make connections between STEM topics and the everyday activities you’re already doing with your students. The book answers the following questions: • How is K–2 STEM education different from what you’re already doing, and how can you do it without squeezing more into your already-full schedule? • What are the key elements in an integrated STEM classroom, and how do they work together? • How do you use STEM in concert with your core reading block? To show you how it all works in real life, the book provides descriptions of four completed projects from actual classrooms—projects with names like “Baby Bear’s Chair” and “A Pond Habitat.” An easy-to-follow template shows you the process for developing your own STEM experiences. The final chapter describes how one district created a culture of STEM teaching and learning when education partners committed to working together toward a common goal. Researchers agree that STEM education is important in early childhood. Integrating STEM Teaching and Learning gives you the background and strategies to engage your young students in STEM without overloading your day—or overwhelming yourself.

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Affiche du document Inquiring Scientists, Inquiring Readers in Middle School — Inquiring Scientists, Inquiring Readers in Middle School
Jessica Fries-Gaither
3h55min30
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314 pages. Temps de lecture estimé 3h55min.
Great news for multitasking middle school teachers: Science educators Terry Shiverdecker and Jessica Fries-Gaither can help you blend inquiry-based science and literacy instruction to support student learning and maximize your time. Several unique features make Inquiring Scientists, Inquiring Readers in Middle School a valuable resource: • Lessons integrate all aspects of literacy—reading, writing, speaking, listening, and viewing. The texts are relevant nonfiction, including trade books, newspaper and magazine articles, online material, infographics, and even videos. • A learning-cycle framework helps students deepen their understanding with data collection and analysis before reading about a concept. • Ten investigations support current standards and encompass life, physical, and Earth and space sciences. Units range from “Chemistry, Toys, and Accidental Inventions” to “Thermal Energy: An Ice Cube’s Kryptonite!” • The authors have made sure the book is teacher-friendly. Each unit comes with scientific background, a list of common misconceptions, an annotated text list, safety considerations, differentiation strategies, reproducible student pages, and assessments. This middle school resource is a follow-up to the authors’ award-winning Inquiring Scientists, Inquiring Readers for grades 3–5, which one reviewer called “very thorough, and any science teacher’s dream to read.” The book will change the way you think about engaging your students in science and literacy.

Inquiring Scientists, Inquiring Readers in Middle School
Jessica Fries-Gaither
3h55min30
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314 pages. Temps de lecture estimé 3h55min.
Great news for multitasking middle school teachers: Science educators Terry Shiverdecker and Jessica Fries-Gaither can help you blend inquiry-based science and literacy instruction to support student learning and maximize your time. Several unique features make Inquiring Scientists, Inquiring Readers in Middle School a valuable resource: • Lessons integrate all aspects of literacy—reading, writing, speaking, listening, and viewing. The texts are relevant nonfiction, including trade books, newspaper and magazine articles, online material, infographics, and even videos. • A learning-cycle framework helps students deepen their understanding with data collection and analysis before reading about a concept. • Ten investigations support current standards and encompass life, physical, and Earth and space sciences. Units range from “Chemistry, Toys, and Accidental Inventions” to “Thermal Energy: An Ice Cube’s Kryptonite!” • The authors have made sure the book is teacher-friendly. Each unit comes with scientific background, a list of common misconceptions, an annotated text list, safety considerations, differentiation strategies, reproducible student pages, and assessments. This middle school resource is a follow-up to the authors’ award-winning Inquiring Scientists, Inquiring Readers for grades 3–5, which one reviewer called “very thorough, and any science teacher’s dream to read.” The book will change the way you think about engaging your students in science and literacy.

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Affiche du document Team Teaching Science — Team Teaching Science
Mary Jane Heater
4h48min45
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385 pages. Temps de lecture estimé 4h49min.
In Team Teaching Science, Ed Linz, Mary Jane Heater, and Lori A. Howard demonstrate the truth in the old adage “Two heads are better than one.” This guide for developing successful team-teaching partnerships that maximize student learning will help preservice and inservice special education and science teachers in grades K–12, as well as methods professors in science education programs who want to cover special needs issues in their curriculum. Using both research-based practices and personal insight from experienced team teachers, the authors strive to make team teaching beneficial for students and accessible for teachers. Linz, Heater, and Howard provide background information on science teaching and team teaching and, most important, six chapters on how to teach specific science topics and how a co-teaching team can proceed through the school year. The basic elements of collaboration are introduced, along with chapters on co-teaching strategies to implement in elementary, middle, and high school classrooms. The authors, who have years of co-teaching experience, offer practical advice that teachers can apply to their own classrooms. Teaching a diverse group of students is one challenge teachers will likely encounter in a team-teaching environment; the authors address the difficulties that may arise, as well as issues related to assessment, curriculum, and necessary accommodations and modifications. For those tackling the challenges of team teaching, this book will prove to be a valuable resource for making team teaching a positive experience for both students and teachers.

Team Teaching Science
Mary Jane Heater
4h48min45
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385 pages. Temps de lecture estimé 4h49min.
In Team Teaching Science, Ed Linz, Mary Jane Heater, and Lori A. Howard demonstrate the truth in the old adage “Two heads are better than one.” This guide for developing successful team-teaching partnerships that maximize student learning will help preservice and inservice special education and science teachers in grades K–12, as well as methods professors in science education programs who want to cover special needs issues in their curriculum. Using both research-based practices and personal insight from experienced team teachers, the authors strive to make team teaching beneficial for students and accessible for teachers. Linz, Heater, and Howard provide background information on science teaching and team teaching and, most important, six chapters on how to teach specific science topics and how a co-teaching team can proceed through the school year. The basic elements of collaboration are introduced, along with chapters on co-teaching strategies to implement in elementary, middle, and high school classrooms. The authors, who have years of co-teaching experience, offer practical advice that teachers can apply to their own classrooms. Teaching a diverse group of students is one challenge teachers will likely encounter in a team-teaching environment; the authors address the difficulties that may arise, as well as issues related to assessment, curriculum, and necessary accommodations and modifications. For those tackling the challenges of team teaching, this book will prove to be a valuable resource for making team teaching a positive experience for both students and teachers.

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Affiche du document More Brain-Powered Science — More Brain-Powered Science
Thomas O'Brien
4h30min45
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361 pages. Temps de lecture estimé 4h31min.
• What can a chocolate chip cookie tell us about the Earth’s resources and the importance of environmental conservation? • How can a clear, colorless spray solution unveil a hidden message on a blank sign? Author Thomas O’Brien uses these and 20 other inquiry-oriented discrepant events—hands-on explorations or demonstrations in which the outcomes are not what students expect—to challenge students’ preconceived ideas and urge them to critically examine the empirical evidence, draw logical inferences, and skeptically review their initial explanations with their peers. More Brain-Powered Science is the perfect dual-purpose activity book for grade 5–12 science teachers who aim to stimulate and motivate their students while expanding their own scientific understanding. Each activity will help bridge the gap between practice and theory for both students and teachers by relating conclusions to science concepts and pedagogical principles. Speaking directly to teachers, O’Brien writes: "This book is based on the assumption that just as our students learn science by experiencing, thinking, writing, discussing, and doing phenomena-based science with peers, we need similar experiences to grow as teachers of science. ... Careerlong learning with and from our students and colleagues as we engage with them in interactive, participatory, experiential learning is the hallmark of highly qualified teachers who expect and obtain the MOST from themselves (minds-on science teaching) and their students." The inquiry-based lessons and more than 80 related extension activities can serve as the framework for professional development collaborations or as a supplement to conventional preservice science teaching methods courses. Each chapter includes an introduction, an explanation of the science and science education concepts addressed, a materials list, teacher debriefing tools, safety notes, and additional internet resources. Whether used in conjunction with O’Brien’s previous book, Brain-Powered Science, or as an independent text, More Brain-Powered Science offers hours of interactive learning for teachers and students alike.

More Brain-Powered Science
Thomas O'Brien
4h30min45
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361 pages. Temps de lecture estimé 4h31min.
• What can a chocolate chip cookie tell us about the Earth’s resources and the importance of environmental conservation? • How can a clear, colorless spray solution unveil a hidden message on a blank sign? Author Thomas O’Brien uses these and 20 other inquiry-oriented discrepant events—hands-on explorations or demonstrations in which the outcomes are not what students expect—to challenge students’ preconceived ideas and urge them to critically examine the empirical evidence, draw logical inferences, and skeptically review their initial explanations with their peers. More Brain-Powered Science is the perfect dual-purpose activity book for grade 5–12 science teachers who aim to stimulate and motivate their students while expanding their own scientific understanding. Each activity will help bridge the gap between practice and theory for both students and teachers by relating conclusions to science concepts and pedagogical principles. Speaking directly to teachers, O’Brien writes: "This book is based on the assumption that just as our students learn science by experiencing, thinking, writing, discussing, and doing phenomena-based science with peers, we need similar experiences to grow as teachers of science. ... Careerlong learning with and from our students and colleagues as we engage with them in interactive, participatory, experiential learning is the hallmark of highly qualified teachers who expect and obtain the MOST from themselves (minds-on science teaching) and their students." The inquiry-based lessons and more than 80 related extension activities can serve as the framework for professional development collaborations or as a supplement to conventional preservice science teaching methods courses. Each chapter includes an introduction, an explanation of the science and science education concepts addressed, a materials list, teacher debriefing tools, safety notes, and additional internet resources. Whether used in conjunction with O’Brien’s previous book, Brain-Powered Science, or as an independent text, More Brain-Powered Science offers hours of interactive learning for teachers and students alike.

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Affiche du document What Are They Thinking? — What Are They Thinking?
Page Keeley
3h06min00
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248 pages. Temps de lecture estimé 3h06min.
REVERE Award Winner, PreK-12 Learning Group, Association of American Publishers! “Children are continually developing ideas and explanations about their natural world. … Some of these ideas are consistent with the science children are taught; others differ significantly from scientific explanations. Many of these ideas will follow students into adulthood if they remain hidden from the teacher and unresolved. The challenge for teachers is to find ways to elicit these ideas and then use appropriate strategies to move students’ learning forward.” —Page Keeley, author of the bestselling NSTA Press series Uncovering Student Ideas in Science You don’t have to become a mind reader to understand the ideas young students bring to science class. This collection will help you draw out and then recognize what students know—or think they know—about the natural world. What Are They Thinking? is a compendium of 30 “Formative Assessment Probes” columns from NSTA’s elementary journal Science and Children. Each chapter provides: • A sample formative assessment probe: a set of interesting questions that root out commonly held, often-mistaken ideas. Geared to elementary students, probe topics range from why you can see the Moon in the daytime to where water goes when it evaporates to what is or isn’t a rock. Your students’ answers to each probe will help you take a step back and figure out how to guide them from where they are conceptually to where they need to be. • Accompanying teacher notes: easy-to-grasp explanations and advice that tell you how to encourage evidence-based discussion and then monitor students’ understanding. • A bonus feature: a set of study group questions written especially for this compendium by award-winning author Page Keeley. So forget about acquiring psychic powers. Instead, turn to What Are They Thinking? to transform both your teaching and your students’ learning about science.

What Are They Thinking?
Page Keeley
3h06min00
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248 pages. Temps de lecture estimé 3h06min.
REVERE Award Winner, PreK-12 Learning Group, Association of American Publishers! “Children are continually developing ideas and explanations about their natural world. … Some of these ideas are consistent with the science children are taught; others differ significantly from scientific explanations. Many of these ideas will follow students into adulthood if they remain hidden from the teacher and unresolved. The challenge for teachers is to find ways to elicit these ideas and then use appropriate strategies to move students’ learning forward.” —Page Keeley, author of the bestselling NSTA Press series Uncovering Student Ideas in Science You don’t have to become a mind reader to understand the ideas young students bring to science class. This collection will help you draw out and then recognize what students know—or think they know—about the natural world. What Are They Thinking? is a compendium of 30 “Formative Assessment Probes” columns from NSTA’s elementary journal Science and Children. Each chapter provides: • A sample formative assessment probe: a set of interesting questions that root out commonly held, often-mistaken ideas. Geared to elementary students, probe topics range from why you can see the Moon in the daytime to where water goes when it evaporates to what is or isn’t a rock. Your students’ answers to each probe will help you take a step back and figure out how to guide them from where they are conceptually to where they need to be. • Accompanying teacher notes: easy-to-grasp explanations and advice that tell you how to encourage evidence-based discussion and then monitor students’ understanding. • A bonus feature: a set of study group questions written especially for this compendium by award-winning author Page Keeley. So forget about acquiring psychic powers. Instead, turn to What Are They Thinking? to transform both your teaching and your students’ learning about science.

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Affiche du document Le dépistage génétique en milieu de travail — Le dépistage génétique en milieu de travail
Claude Michèle Poissonnet
1h46min30
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142 pages. Temps de lecture estimé 1h46min.
La fulgurante avancée de la génétique moléculaire nous oblige à réféchir sur les applications pratiques des nouvelles biotechnologies. La possibilité de prédire le devenir médical d'un salarié à l'embauche est une tentation pour les employeurs. Ainsi les tests génétiques, basés sur l'étude de l'ADN, peuvent-ils être utilisés comme un outil de dépistage d'une prédisposition à faire une maladie professionnelle ou d'une susceptibilité à une substance toxique donnée. Cet ouvrage aborde les problématiques liées à l'utilisation des tests génétiques en milieu professionnel de manière simple et compréhensible pour des lecteurs non avertis.

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Affiche du document Science en 4 saisons - Automne — Science en 4 saisons - Automne
Antoine Guitton
1h06min45
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89 pages. Temps de lecture estimé 1h7min.
Pourquoi les feuilles des arbres deviennent-elles marron en automne?Vaut-il mieux courir ou marcher sous la pluie pour éviter d’être mouillé?Est-ce que les carottes donnent les cuisses roses?Comment fonctionne une éolienne?Combien y a-t-il d’atomes dans un litre de bière?Pourquoi le papier aluminium a-t-il une face brillante et une autre mate?Après l’hiver, découvrez la nouvelle collection Automne de «Science en 4 saisons». Toujours plus de questions captivantes qui vous tiendront éveillé la nuit et qui répondent à vos préoccupations quotidiennes.«Science en 4 saisons» vous propose une exploration passionnante des sciences, présentée de manière accessible et divertissante, pour nourrir votre curiosité et vous éclairer sur le monde qui vous entoure.À propos des auteurs. ............................ 5Sommaire. .......................................................... 7Remerciements. ............................................ 11Préface. ................................................................. 121. Pourquoi les feuilles des arbres deviennent-elles marron en automne ?.................................... 152. Pourquoi les trains sont-ils généralement en retard en automne ?. ................................... 163. Comment rejoindre la voie 9 ¾ ?. ........................................................................ 184. Diamants et crayons de papier, quel rapport ?. .................................... 205. Pourquoi un trombone casse-t-il après plusieurs pliages ?. ...... 226. Pourquoi les verres rebondissent-ils et se cassent-ils, mais parfois non ?. ........................ 247. Après la cuisine, il faut faire la vaisselle… Comment ça fonctionne ?. ... 278. Pourquoi les ustensiles en plastique ne sèchent-ils pas au lave-vaisselle ?. ........................ 289. Pourquoi une goutte a-t-elle une forme de goutte ?. ...................... 3110. Vaut-il mieux courir ou marcher sous la pluie pour éviter d’être mouillé ?. .............................. 3211. Pourquoi certains forts de la ligne Maginot risquent-ils de disparaître ?. .............................. 3412. Pourquoi le verre est-il transparent ?............................................................... 3713. Qu’est-ce qu’un arc-en-ciel ?.................................................................................... 3814. Combien y a-t-il d’atomes dans un litre de bière ?............................ 4015. Comment verser un liquide sans en perdre une goutte ?.......... 4216. Pourquoi les aiguilles d’une montre tournent-elles en général dans un sens plutôt que dans un autre ?....................... 4417. Pourquoi nos téléphones portables ne passent-ils pas à l’intérieur de certains bâtiments ?................................................................... 4618. Pourquoi certains trucs qui vibrent sont-ils si énervants ?.......... 4919. Pourquoi une saucisse se fissure-t-elle dans le sens de la longueur ?............................. 5020. Vaut-il mieux presser son jus d’orange ou l’acheter en bouteille ?.................................... 5221. Comment la physique nous aide-t-elle à ouvrir une porte ?.......................................... 5522. Pourquoi le chou rouge peut-il changer de couleur ?.................... 5623. Pourquoi le thé perd-il sa couleur quand on y ajoute du citron ?............................................. 5924. Pourquoi la coquille d’un oeuf casse-t-elle quand on le met dans l’eau bouillante ?............. 6025. Comment fonctionne une Cocotte-Minute® ?......................................... 6226. Comment le toaster grille-t-il ma tartine ?................................................. 6527. Est-ce que les carottes donnent les cuisses roses ?.......................... 6628. Comment fait-on pour fumer du saumon ?................................................ 6829. Pourquoi, quand nous nous regardons dans une cuillère, notre image est-elle inversée ?.............................................................................. 7130. Pourquoi le gras apparaît-il quand notre bouillon devient froid ?.................................. 7231. Comment fonctionnent les lunettes de vue ?.......................................... 7532. Pourquoi les roues des voitures tournent-elles à l’envers dans les pubs à la télévision ?................................................................................. 7633. Tuto cuisine : comment fabrique-t-on de l’acier ?.............................. 7834. Pourquoi le papier aluminium a-t-il une face brillante et une autre mate ?..................... 8035. Qu’est-ce que le paradoxe des deux ballons ?...................................... 8236. Pourquoi le rideau de douche se colle-t-il à nous quand nous prenons notre douche ?.................................................................................. 8437. Pourquoi les flammes sont-elles jaunes ?.................................................... 8738. Comment fonctionnent nos vieilles ampoules ?................................... 8839. Comment fonctionne une éolienne ?............................................................... 9040. Est-ce utile de faire de la recherche ?.............................................................. 93

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Affiche du document Histoires d’innovation — Histoires d’innovation
Jacques P. M. Schmitt
3h02min15
Divers
243 pages. Temps de lecture estimé 3h02min.
L’INNOVATION, tout le monde en parle, mais au fond comment advient-elle ? L’ambition de ce livre est de vous en révéler les coulisses au travers d’une trentaine d’histoires vécues. Vous allez découvrir les aventures de figures célèbres, telles que Watt ou Montgolfier, mais aussi d’autres personnages moins connus, à l’origine du Walkman, du Post-It, ou de la TVA... Ces inventeurs, ces ingénieurs, ces financiers seront en perruque et redingote ou en jean et T-shirt. Peu importe, l’innovation est intemporelle. Sa mécanique est inchangée, seul le tempo a accéléré sensiblement.Préambule 1Chapitre 1. Inventeurs et industries 91.1. Une nouvelle force motrice 101.2. Diesel : un innovateur pressé 261.3. Walkman : succès grand public 331.4. Des afficheurs aux écrans plats 371.5. La start-up et son encre magique 47Chapitre 2. La force du rêve 532.1. Du ballon au parachute 542.2. Fièvre des supraconducteurs 642.3. Rolamite : une idée trop belle 712.4. Débuts de l’avion à réaction 752.5. Rêve d’un véhicule électrique 82Chapitre 3. Le long tunnel 893.1. L’ingénieur et les soudeurs 903.2. Innover dans l’adversité 973.3. De Mestral, accrocheur 1033.4. Creuser le bon problème 1083.5. Harrison et le prix des longitudes 113Chapitre 4. Les confins de l’innovation 1234.1. L’asepsie avant les microbes 1244.2. Emballage du fromage 1324.3. Roundabouts et ronds-points 1364.4. Bonne pompe à phynance 1404.5. Rencontre avec les œuvriers 144Chapitre 5. Concurrents et concurrence 1535.1. Le vol du métronome 1545.2. Bessemer fait de l’or 1605.3. Détectives et boulon-stylo 1675.4. Le col dur des frères Wright 1785.5. Le cartel du carton ondulé 188Chapitre 6. Des divers soutiens 1976.1. La planche à voile 1986.2. Les solitaires et le peloton 207ii Histoires d’innovation6.3. La diligence des grands espaces 2156.4. La potion magique du Dr Cade 2226.5. Dialogue avec le marché 230Références 237

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Affiche du document Valeurs économiques et industrielles des roches du mésozoïque de la Guinée — Valeurs économiques et industrielles des roches du mésozoïque de la Guinée
Fodé Ibrahima Diaby
2h12min45
Divers
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177 pages. Temps de lecture estimé 2h13min.
Ce travail explique la démarche technique et scientifique qui ont permis de découvrir l’importance économique des intrusions mésozoïques, d’établir la nature des contacts entre les différentes formations, et localiser les ressources minérales.

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Affiche du document Réseaux mobiles 5G — Réseaux mobiles 5G
Bakary Konimba Samaké
4h27min45
Divers
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357 pages. Temps de lecture estimé 4h28min.
La cinquième génération des réseaux mobiles « LA 5G » constitue plus qu'une simple évolution technologique, elle est une révolution technologique. Elle utilise, supporte, ou permet la plupart des évolutions récentes dans le domaine des nouvelles technologies. L'auteur aborde les aspects techniques de la 5G tels que l'architecture du réseau 5G, l'interface radio à travers chacune de ses couches, les services et fonctionnalités fournis par le système 5G, la gestion de l'accès, de la mobilité et des sessions PDU, les principales procédures 5G et la gestion de la qualité de service.

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Affiche du document Hydrogen Runner — Hydrogen Runner
Claudia K Leber
4h35min15
Divers
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367 pages. Temps de lecture estimé 4h35min.
Earth has become civilized!The only fuel these days is hydrogen.Out near the Sun where we collect the hydrogen, with pirates attacking it is a little less civilized. My name is Martin Mercer. I'm a Hydrogen Runner. To be a runner you have to think on your feet. Use your instincts. Because on a run you are reduced to one basic instinct, to Survive!

Hydrogen Runner
Claudia K Leber
4h35min15
Divers
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Livres audio
367 pages. Temps de lecture estimé 4h35min.
Earth has become civilized!The only fuel these days is hydrogen.Out near the Sun where we collect the hydrogen, with pirates attacking it is a little less civilized. My name is Martin Mercer. I'm a Hydrogen Runner. To be a runner you have to think on your feet. Use your instincts. Because on a run you are reduced to one basic instinct, to Survive!

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Affiche du document Mille ans d'astronomie et de géophysique — Mille ans d'astronomie et de géophysique
Pierre De Félice
1h08min15
Divers
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91 pages. Temps de lecture estimé 1h08min.
Le ciel et la terre sont observés depuis la plus haute antiquité. Ne disposant pas d'instruments de mesure appropriés, les hommes proposent des explications incluant l'action divine ou s'en affranchissant. D'Aristote (IVe siècle avant J.-C.) jusqu'à Isidore de Séville (VIe-VIIe siècles après J.-C.), les auteurs grec, latin, médiéval ont compilé et décrit les connaissances de leur temps sur les astres, les phénomènes atmosphériques et géophysiques en tentant de démythifier le monde qui les entoure. Ce livre illustre aussi le difficile processus de naissance de la connaissance.

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Affiche du document Le savant et le professeur — Le savant et le professeur
Nicole Hulin
1h53min15
Divers
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151 pages. Temps de lecture estimé 1h53min.
La physique subit un bouleversement important au début du XXe siècle avec l'avènement des théories relativiste et quantique. Son développement conduit à l'élaboration de nouveaux cours universitaires. Le mouvement de modernisation des cours de physique au niveau secondaire retient l'attention de physiciens français, qui vont faire campagne pour obtenir une commission de réforme des programmes, sur le modèle de celle constituée pour les mathématiques modernes. Ainsi est créée en octobre 1970 la Commission Lagarrigue.

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Affiche du document Audacieuses ! — Audacieuses !
Leïla Bessila
1h22min30
Divers
110 pages. Temps de lecture estimé 1h22min.
Elles ont découvert la structure de l’ADN, inventé la technologie du Wi-Fi, ou posé les bases de Wikipédia.Qu’elles s’appellent Maryam, Jane ou Wangari, ces femmes visionnaires ont bouleversé leurs disciplines et marqué la science.À travers des portraits délicatement illustrés par Leïla Bessila, ce livre raconte les vies passionnantes et les travaux inspirants de femmes scientifiques que l’Histoire a souvent mises de côté. Issu de l’exposition itinérante « Lumière sur les Femmes de Sciences » cet ouvrage est un hommage vibrant à leur génie.Brillantes, résilientes et ingénieuses : embarquez pour un voyage à la découverte de ces pionnières !Introduction 4 Les auteures 6Préface de Françoise Combes 7WANGARI MUTA MAATHAI 12JANE GOODALL 22SAU LAN WU 32ROSALIND FRANKLIN 40ROSE DIENG-KUNTZ 50ANNE L’HUILLIER 60JANAKI AMMAL 70MARYAM MIRZAKHANI 80HEDY LAMARR 90SOPHIE ADENOT 98

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Affiche du document Natural resources and globalization: petroleum and Venezuela as examples — Natural resources and globalization: petroleum and Venezuela as examples
Bernard Mommer
1h39min00
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132 pages. Temps de lecture estimé 1h39min.
Bernard Mommer concentrates on the relationship between transnational capital and the extraction of natural resources. Capital from its beginning has sought to deny the right of petroleum exporting countries to capture an international ground rent. Its objectives today include imposing on consumers the costs of world-wide policies related to the protection of the environment. As part of the process of globalization, transnational capital is imposing over sovereign national rights a private international structure of arbitration. The author focuses on the example of petroleum, given that it is by far the most important one, and of Venezuela, the most important petroleum exporting country during the 20th century. He also analyzes the impact of this development to the European Union and the Energy Charter Treaty, to Russia, to Germany, and to the ongoing negotiations between the European Union and Canada.One benefits from this book to the extent that reading it renews the desire to make an effective contribution to improving the legacy that the generation which we belong to intends to leave to subsequent ones (Arturo Sosa A., prologue).

Natural resources and globalization: petroleum and Venezuela as examples
Bernard Mommer
1h39min00
Divers
Youscribe plus
132 pages. Temps de lecture estimé 1h39min.
Bernard Mommer concentrates on the relationship between transnational capital and the extraction of natural resources. Capital from its beginning has sought to deny the right of petroleum exporting countries to capture an international ground rent. Its objectives today include imposing on consumers the costs of world-wide policies related to the protection of the environment. As part of the process of globalization, transnational capital is imposing over sovereign national rights a private international structure of arbitration. The author focuses on the example of petroleum, given that it is by far the most important one, and of Venezuela, the most important petroleum exporting country during the 20th century. He also analyzes the impact of this development to the European Union and the Energy Charter Treaty, to Russia, to Germany, and to the ongoing negotiations between the European Union and Canada.One benefits from this book to the extent that reading it renews the desire to make an effective contribution to improving the legacy that the generation which we belong to intends to leave to subsequent ones (Arturo Sosa A., prologue).

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