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Affiche du document L'information scientifique et technique — L'information scientifique et technique
Patricia Volland-Nail
3h36min00
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288 pages. Temps de lecture estimé 3h36min.
Cet ouvrage traite des principaux aspects de l'Information Scientifique et Technique (IST), depuis la communication de l'information scientifique en passsant par l'évolution des bases de données et des techniques de l'IST (bibliométrie et veille technologique). L'évolution des pratiques dans l'édition des périodiques scientifiques primaires et le rôle d'Internet dans le transfert de l'IST ont été analysés. Ce recueil s'adresse à tous les professionnels de l'IST qui y trouveront une synthèse leur permettant de se positionner dans l'avenir. Il intéressera également les chercheurs, principaux producteurs et utilisateurs de l'IST, ainsi que l'ensemble des enseignants, étudiants du supérieur et ingénieurs du développement qui exploitent cette information.

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Affiche du document The NSTA Quick-Reference Guide to the NGSS, Middle School — The NSTA Quick-Reference Guide to the NGSS, Middle School
Ted Willard
1h07min30
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90 pages. Temps de lecture estimé 1h07min.
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 NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for elementary and high school—plus a comprehensive K-12 edition. The four 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, Middle School
Ted Willard
1h07min30
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90 pages. Temps de lecture estimé 1h07min.
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 NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for elementary and high school—plus a comprehensive K-12 edition. The four 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 Uncovering Student Ideas in Science, Volume 3 — Uncovering Student Ideas in Science, Volume 3
Page Keeley
2h17min15
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183 pages. Temps de lecture estimé 2h17min.
Because you demanded it! Since publication of Volume 1 of this series, thousands of teachers are using these innovative classroom tools to improve student learning in science. Following in the footsteps of earlier volumes in the Uncovering Student Ideas in Science series, this all-new book provides short, easy-to-administer probes that determine what misconceptions students bring to the classroom about the nature of science and about physical, life, Earth, and space sciences. This new volume in our bestselling series provides more topic areas for classroom use as well as guidance on how teachers can use the probes for their own learning. As outlined in previous volumes, teachers—like their students—can have misconceptions that come to the fore when administering the probes. Volume 3 provides 10 detailed suggestions for teachers on how to use the probes to uncover, accurately assess, and correct their own preconceptions as well as their students’ (e.g., do the probes yourself, examine student responses with other teachers, embed the probes into existing professional development programs, select specific areas to focus on, examine student thinking across grade spans, categorize ideas, and crunch data to create classroom profiles). Volume 3 offers five life science probes, seven Earth and space science probes, ten physical science probes, and three nature of science probes. This volume is an invaluable resource for classroom teachers, preservice teachers, professional developers, and college science and preservice faculty.

Uncovering Student Ideas in Science, Volume 3
Page Keeley
2h17min15
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183 pages. Temps de lecture estimé 2h17min.
Because you demanded it! Since publication of Volume 1 of this series, thousands of teachers are using these innovative classroom tools to improve student learning in science. Following in the footsteps of earlier volumes in the Uncovering Student Ideas in Science series, this all-new book provides short, easy-to-administer probes that determine what misconceptions students bring to the classroom about the nature of science and about physical, life, Earth, and space sciences. This new volume in our bestselling series provides more topic areas for classroom use as well as guidance on how teachers can use the probes for their own learning. As outlined in previous volumes, teachers—like their students—can have misconceptions that come to the fore when administering the probes. Volume 3 provides 10 detailed suggestions for teachers on how to use the probes to uncover, accurately assess, and correct their own preconceptions as well as their students’ (e.g., do the probes yourself, examine student responses with other teachers, embed the probes into existing professional development programs, select specific areas to focus on, examine student thinking across grade spans, categorize ideas, and crunch data to create classroom profiles). Volume 3 offers five life science probes, seven Earth and space science probes, ten physical science probes, and three nature of science probes. This volume is an invaluable resource for classroom teachers, preservice teachers, professional developers, and college science and preservice faculty.

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Affiche du document The NSTA Quick-Reference Guide to the NGSS, Elementary School — The NSTA Quick-Reference Guide to the NGSS, Elementary School
Ted Willard
1h17min15
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103 pages. Temps de lecture estimé 1h17min.
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 NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for middle and high school—plus a comprehensive K-12 edition. The four 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, Elementary School
Ted Willard
1h17min15
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103 pages. Temps de lecture estimé 1h17min.
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 NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for middle and high school—plus a comprehensive K-12 edition. The four 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 STEM Student Research Handbook — STEM Student Research Handbook
Darci J. Harland
1h51min00
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148 pages. Temps de lecture estimé 1h51min.
This comprehensive resource for STEM teachers and students, outlines the various stages of large-scale research projects, enabling teachers to coach their students through the research process. This handbook provides enough detail to embolden all teachers—even those who have never designed an experiment on their own—to support student-researchers through the entire process of conducting experiments. Early chapters—research design, background research, hypothesis writing, and proposal writing—help students design and implement their research projects. Later chapters on descriptive and inferential statistics, as well as graphical representations, help them correctly interpret their data. Finally, the last chapters enable students to effectively communicate their results by writing and documenting a STEM research paper, as well as by preparing for oral and poster presentations. Included are student handouts, checklists, presentation observation sheets, and sample assessment rubrics.

STEM Student Research Handbook
Darci J. Harland
1h51min00
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148 pages. Temps de lecture estimé 1h51min.
This comprehensive resource for STEM teachers and students, outlines the various stages of large-scale research projects, enabling teachers to coach their students through the research process. This handbook provides enough detail to embolden all teachers—even those who have never designed an experiment on their own—to support student-researchers through the entire process of conducting experiments. Early chapters—research design, background research, hypothesis writing, and proposal writing—help students design and implement their research projects. Later chapters on descriptive and inferential statistics, as well as graphical representations, help them correctly interpret their data. Finally, the last chapters enable students to effectively communicate their results by writing and documenting a STEM research paper, as well as by preparing for oral and poster presentations. Included are student handouts, checklists, presentation observation sheets, and sample assessment rubrics.

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Affiche du document Uncovering Student Ideas About Engineering and Technology — Uncovering Student Ideas About Engineering and Technology
Page Keeley
2h29min15
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199 pages. Temps de lecture estimé 2h29min.
Have you been wondering how well your students understand engineering and technology concepts? Have you been wishing for formative assessment tools in both English and Spanish? If so, this is the book for you. Like the other 11 books in the bestselling Uncovering Student Ideas series, Uncovering Student Ideas About Engineering and Technology does the following: • Brings you engaging questions, also known as formative assessment probes. The book’s 32 probes are designed to uncover what students know—or think they know—about what technology and engineering are, how to define related problems, and how to design and test solutions. The probes will help you uncover students’ current thinking about everything from the purpose of technology to who can become an engineer to how an engineering design process works. • Offers field-tested teacher materials that provide best answers along with distracters designed to reveal preconceptions and misunderstandings that students commonly hold. Since the content is explained in clear, everyday language, even engineering and technology novices can grasp and teach it effectively. • Is convenient even for time-starved teachers like you. The new probes are short, easy-to-administer activities that come ready to reproduce for speakers of both English and Spanish. In addition to explaining the engineering and technology content, the teacher materials note links to A Framework for K–12 Science Education and the Next Generation Science Standards and suggest grade-appropriate ways to present material so students will learn it accurately. Uncovering Student Ideas About Engineering and Technology has the potential to help you take an important first step in teaching for understanding—and perhaps transform your teaching about STEM-related topics.

Uncovering Student Ideas About Engineering and Technology
Page Keeley
2h29min15
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199 pages. Temps de lecture estimé 2h29min.
Have you been wondering how well your students understand engineering and technology concepts? Have you been wishing for formative assessment tools in both English and Spanish? If so, this is the book for you. Like the other 11 books in the bestselling Uncovering Student Ideas series, Uncovering Student Ideas About Engineering and Technology does the following: • Brings you engaging questions, also known as formative assessment probes. The book’s 32 probes are designed to uncover what students know—or think they know—about what technology and engineering are, how to define related problems, and how to design and test solutions. The probes will help you uncover students’ current thinking about everything from the purpose of technology to who can become an engineer to how an engineering design process works. • Offers field-tested teacher materials that provide best answers along with distracters designed to reveal preconceptions and misunderstandings that students commonly hold. Since the content is explained in clear, everyday language, even engineering and technology novices can grasp and teach it effectively. • Is convenient even for time-starved teachers like you. The new probes are short, easy-to-administer activities that come ready to reproduce for speakers of both English and Spanish. In addition to explaining the engineering and technology content, the teacher materials note links to A Framework for K–12 Science Education and the Next Generation Science Standards and suggest grade-appropriate ways to present material so students will learn it accurately. Uncovering Student Ideas About Engineering and Technology has the potential to help you take an important first step in teaching for understanding—and perhaps transform your teaching about STEM-related topics.

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Affiche du document The NSTA Quick-Reference Guide to the NGSS, High School — The NSTA Quick-Reference Guide to the NGSS, High School
Ted Willard
1h18min00
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104 pages. Temps de lecture estimé 1h18min.
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 NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for elementary and middle school—plus a comprehensive K-12 edition. The four 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, High School
Ted Willard
1h18min00
Divers
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104 pages. Temps de lecture estimé 1h18min.
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 NSTA Quick-Reference Guides to the NGSS are also available in grade-specific versions—one each for elementary and middle school—plus a comprehensive K-12 edition. The four 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 Universal Design for Learning Science — Universal Design for Learning Science
Deborah Hanuscin
1h46min30
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142 pages. Temps de lecture estimé 1h46min.
Here’s good news: With this practical book, you can learn from experienced elementary school educators about how to make physical science both challenging and accessible for a diverse range of students. Written by teachers for teachers, Universal Design for Learning Science will inspire you to reframe your lessons to reflect how students learn and to support the success of all students. The book is divided into three parts: • Rethinking instruction. The focus is on the 5E Learning Cycle (engage, explore, explain, extend, and evaluate) and Universal Design for Learning, a systematic way to plan for and support diverse learners. You’ll see how using these two frameworks can provide challenging, inquiry-based experiences for all students that support the Next Generation Science Standards. • Learning by example. Through nine real-world vignettes, current and former teachers provide you with insights for teaching science in general, and in particular to kids with special needs. The teachers spotlight a variety of students—including struggling learners, differently abled students, and those with executive functioning challenges—as they demonstrate how strategies from the frameworks can knock down obstacles to learning. • Applying the frameworks. Additional resources include practical tools and techniques that work in the classroom, in teacher education contexts, and in professional development workshops. And here’s even better news: Universal Design for Learning Science proves that implementing these frameworks doesn’t require adopting a new curriculum. As the authors write, this book shows how you can use your existing curricula and resources while “identifying barriers to learning and possible solutions—in other words, using a sharper knife, a bigger fork, or a deeper spoon to more effectively deal with what’s already on your plate!”

Universal Design for Learning Science
Deborah Hanuscin
1h46min30
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142 pages. Temps de lecture estimé 1h46min.
Here’s good news: With this practical book, you can learn from experienced elementary school educators about how to make physical science both challenging and accessible for a diverse range of students. Written by teachers for teachers, Universal Design for Learning Science will inspire you to reframe your lessons to reflect how students learn and to support the success of all students. The book is divided into three parts: • Rethinking instruction. The focus is on the 5E Learning Cycle (engage, explore, explain, extend, and evaluate) and Universal Design for Learning, a systematic way to plan for and support diverse learners. You’ll see how using these two frameworks can provide challenging, inquiry-based experiences for all students that support the Next Generation Science Standards. • Learning by example. Through nine real-world vignettes, current and former teachers provide you with insights for teaching science in general, and in particular to kids with special needs. The teachers spotlight a variety of students—including struggling learners, differently abled students, and those with executive functioning challenges—as they demonstrate how strategies from the frameworks can knock down obstacles to learning. • Applying the frameworks. Additional resources include practical tools and techniques that work in the classroom, in teacher education contexts, and in professional development workshops. And here’s even better news: Universal Design for Learning Science proves that implementing these frameworks doesn’t require adopting a new curriculum. As the authors write, this book shows how you can use your existing curricula and resources while “identifying barriers to learning and possible solutions—in other words, using a sharper knife, a bigger fork, or a deeper spoon to more effectively deal with what’s already on your plate!”

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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
Divers
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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 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 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 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
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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 Mille ans d'astronomie et de géophysique — Mille ans d'astronomie et de géophysique
Pierre De Félice
1h08min15
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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
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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 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
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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).

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Affiche du document Introduction à l'épistémologie et à la méthode de recherche — Introduction à l'épistémologie et à la méthode de recherche
Bernard Claverie
1h02min15
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83 pages. Temps de lecture estimé 1h02min.
L'activité de recherche, qu'elle soit fondamentale ou appliquée, est l'une des dimensions du travail des ingénieurs et des scientifiques de l'industrie. Souvent confrontés à des problématiques complexes, ils se doivent d'y apporter des réponses concrètes, efficaces et argumentées, de prendre les décisions rationnelles et parfois d'éclairer les décideurs sur les choix les plus conformes aux critères de vérité scientifique. Il est alors parfois utile de revenir aux bases de la pensée scientifique moderne et l'épistémologie et la méthode en sont deux pierres d'achoppement.

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Affiche du document Ovnis — Ovnis
Robert Roussel
2h22min30
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190 pages. Temps de lecture estimé 2h22min.
Soucoupes volantes, OVNIS, PANS, UFOS : engins secrets, phénomènes naturels, hallucinations, vaisseaux spatiaux ? L'auteur s'est attaché à décrypter la dérobade de la science face à ce dossier toujours d'actualité. Son enquête met en perspective la logique de déni dans laquelle la communauté scientifique s'est enfermée. Il a rassemblé sous forme d'entretiens, avis et commentaires des experts du CNES qui, depuis 1977, se succèdent à la tête du GEIPAN (Groupe d'Etudes et Informations sur les Phénomènes Aérospatiaux Non identifiés français).

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Affiche du document Le Krav maga thérapeutique — Le Krav maga thérapeutique
Armand Cabasson
17min15
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23 pages. Temps de lecture estimé 17min.
Le krav maga est un art martial de self-defense. Cet article étudie comment celui-ci peut aider les personnes présentant un syndrome de stress post-traumatique à la suite d’une agression. À la fin d’une prise en charge menée par un psychothérapeute, il peut être pertinent de rajouter trois séances de « krav maga thérapeutique ». Cette approche vise à enrayer le cycle des répétitions traumatiques (souvenirs, flash-back, cauchemars…).

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Affiche du document Croire ou savoir ? : Petites graines de réflexion pour un monde meilleur — Croire ou savoir ? : Petites graines de réflexion pour un monde meilleur
Gérard SANTARINI
2h36min00
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208 pages. Temps de lecture estimé 2h36min.
Un monde meilleur ? Tout le monde en rêve, plus ou moins… Mais il semble que le chemin soit encore long et pénible ! Ne serait-ce pas, entre autres, parce que les difficultés de la route sont souvent mal identifiées et les parades pour surmonter les obstacles méconnues ? Le monde souffre encore de tant d’obscurcissements, de tant d’emprisonnements intérieurs et extérieurs. La connaissance n’a pourtant jamais été aussi répandue et sa puissance aussi grande et disponible. Mais son pouvoir de libération reste encore largement ignoré, voire dénigré. La science est aujourd’hui très forte mais la conscience est encore très faible ! Cet essai se veut une contribution à la réflexion sur les multiples résistances à l’avancement vers plus de liberté, de fraternité et de bonheur et sur les moyens de les vaincre. Il n’apporte, bien sûr, aucune réponse définitive, mais il livre quelques pistes. Réquisitoire contre les effets pervers des religions, nationalismes, patriotismes et autres communautarismes plus ou moins latents ou plus ou moins avoués, il est aussi un plaidoyer pour la connaissance universelle ainsi que pour le doute et la recherche qui permettent d’y accéder. Hymne à la vérité, il exhorte à l’ascèse de la compréhension, à la pratique de l’émerveillement, à l’éveil des consciences. L’auteur y livre son propre témoignage et propose un chemin vers une spiritualité ouverte, adaptée à notre époque et compatible avec les merveilleuses découvertes de la science.

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