Sally Moomaw, EdD, has spent much of her career researching and teaching STEM education. She is an assistant professor at the University of Cincinnati and the author of several early education books.
Featuring actual case studies of teachers’ attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration—its implementation and its strengths and weaknesses—will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.
"The world of today's learners is a multimode, information-intensive universe of interactive bursts and virtual exchanges, yet our teaching methods retain the outdated characteristics of last generation's study-and-drill approach. New pedagogical methods, detailed and justified in this groundbreaking work, are essential to prepare students to confront the concerns of the future. The book challenges our traditional assumptions and informs the science, technology, engineering, and mathematics (STEM) community of the latest research on how the brain learns and retains information, how enhanced student engagement with subject material and its context is essential to deep learning, and how to use this knowledge to structure STEM education approaches that work."—David V. Kerns, Jr., Franklin and Mary Olin Distinguished Professor of Electrical and Computer Engineering, and founding provost, Olin College
"Every STEM faculty member should have this book. It provides a handy introduction to the 'why and how' of engaging students in the learning process."—David Voltmer, professor emeritus, Rose-Hulman Institute of Technology, and American Society for Engineering Education Fellow
"The poor quality of math and science education and the shortage of well-qualified graduates are acknowledged almost daily in the U.S. press. Here the authors provide much-needed insights for educators seeking to improve the quality of STEM education as well as to better prepare students to solve the problems they will confront in our increasingly technology-driven world."—Keith Buffinton, interim dean of engineering, Bucknell University
The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
Now in its Third Edition, Young Investigators provides an introduction to the project approach with step-by-step guidance for conducting meaningful investigations with young children. The authors have expanded their bestseller to include two new chapters—How Projects Can Connect Children with Nature and Project Investigations as STEM—and to provide more help to teachers of the youngest children (toddlers) and older children (2nd grade). The new edition also shows teachers how to use standards in the topic selection process and identifies activities and experiences that will help children grasp key concepts and skills. Throughout the text, readers listen to teachers’ concerns, witness how they find solutions to challenges, and experience how excited children become during project work. This book is appropriate for those new to using the Project Approach, as well as for teachers who already have experience with implementing the Project Approach.
Praise for Previous Editions:
“Everything you could possibly need to start a project is covered in this book, so start investigating!”
—Association for Childhood Education International
“A readable and extremely valuable book…includes a planning journal with step-by-step guidance for doing a first project with young children.”
—Child Care Plus
“Along with tips on how to get started and successfully carry out this approach, readers will find methodologies for maintaining curricular standards and utilizing technology.”
Created in association with the Smithsonian Institution and supporting STEAM education initiatives, Maker Lab has 28 kid-safe projects and crafts that will get young inventors' wheels turning and make science pure fun.
Explaining science through photographs and facts that carefully detail the "why" and "how" of each experiment using real-world examples to provide context, each activity is appropriate for kids ages 8-12 years old and ranked easy, medium, or hard, with an estimated time frame for completion. Requiring only household materials, young makers can build an exploding volcano, make bath fizzies, construct a solar system, make an eggshell geode, and more.
With a foreword by Jack Andraka, a teen award-winning inventor, Maker Lab will help kids find their inner inventor to impress friends, family, and teachers and create winning projects for science fairs and school projects.
Angela Schmidt Fishbaugh is a pre-kindergarten teacher and certified K–12 art teacher. She leads workshops and seminars focused on the topics of balance, wellness, and educating today's youth.
The book encourages teachers to reflect on their own beliefs and values about mathematics, and asks them to question whether their current methods meet the needs of all learners, and the challenge of having high expectations for all. It provides clear, practical approaches to help implement fundamental change in classroom environments, and offers motivational teaching styles to ensure meaningful mathematics learning.
Chapters take an inspiring, sometimes controversial, and often unconventional look at the subject of mathematics, by:
endorsing the use of a ‘new mathematics’ – one based on problem solving, modelling, inquiry and reasoning, not on abstract rules, memorising, and regurgitation
arguing that there is more to maths teaching than ‘death by a thousand worksheets’
challenging norms, such as the practice of sorting children into sets based on their perceived mathematical ability
asking whether mathematical ability is innate or a result of social practices
examining what a ‘mastery’ approach might entail
highlighting the role of variation in supporting learning
advocating an environment where teachers are encouraged to take risks.
Transforming Primary Mathematics is for all primary school teachers who want to make mathematics welcoming, engaging, inclusive and successful.