Science and Engineering in Preschool through Elementary Grades: The Brilliance of Children and The Strengths of Educators. A Consensus Study Report

Sonst. Personen	Davis, Elizabeth A. (Hrsg.); Stephens, Amy (Hrsg.)
Institution	National Academies, National Academy of Sciences; National Academies, National Academy of Engineering; National Academies, National Academy of Medicine
Titel	Science and Engineering in Preschool through Elementary Grades: The Brilliance of Children and The Strengths of Educators. A Consensus Study Report
Quelle	(2022), (285 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-309-68417-0
Schlagwörter	Science Education; Engineering Education; Scientific Concepts; Preschool Education; Elementary School Students; Teaching Methods; Evidence Based Practice; Learning Experience; Prior Learning; Faculty Development; Instructional Materials; Instructional Effectiveness; Context Effect; Equal Education; Design; Science Curriculum; Transformative Learning; Educational Policy; Educational Practices + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ingenieurausbildung; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Vorkenntnisse; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Pädagogische Transformation; Politics of education; Bildungspolitik; Bildungspraxis
Abstract	Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. [Contributors to the report include, Committee on Enhancing Science and Engineering in Prekindergarten Through Fifth Grades; Board on Science Education; Division of Behavioral and Social Sciences and Education.] (As Provided).
Anmerkungen	National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Tel: 888-624-8373; Tel: 202-334-2000; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01