Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Teaching for Conceptual Understanding in Science

Teaching for Conceptual Understanding in Science

Konicek-Moran, Richard
Keeley, Page

Paperback

General ScienceTeaching Instruction

ISBN10: 1938946103
ISBN13: 9781938946103
Publisher: National Science Teachers Association
Published: Mar 1 2015
Pages: 248
Weight: 1.84
Height: 0.72 Width: 8.50 Depth: 11.00
Language: English
What do you get when you bring together two of NSTA's bestselling authors to ponder ways to deepen students' conceptual understanding of science? A fascinating combination of deep thinking about science teaching, field-tested strategies you can use in your classroom immediately, and personal vignettes all educators can relate to and apply themselves. Teaching for Conceptual Understanding in Science is by Richard Konicek-Moran, a researcher and professor who wrote the Everyday Science Mysteries series, and Page Keeley, a practitioner and teacher educator who writes the Uncovering Student Ideas in Science series. Written in an appealing, conversational style, this new book -explores where science education has been and where it's going; -emphasizes how knowing the history and nature of science can help you engage in teaching for conceptual understanding and conceptual change; -stresses the importance of formative assessment as a pathway to conceptual change; and -provides a bridge between research and practice. This is the kind of thought-provoking book that can truly change the way you teach. Whether you read each chapter in sequence or start by browsing the topics in the vignettes, Konicek-Moran and Keeley will make you think-really think-about the major goal of science education in the 21st century: to help students understand science at the conceptual level so they can see its connections to other fields, other concepts, and their own lives.

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