About the Science Strand
The Center on Instruction’s materials and resources on science build teachers’ knowledge of current research on science content, student learning, essential science skills, and instructional strategies to provide meaningful science learning experiences for a diverse student population.
Science: Grades K-12: Resources
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in the area of "data systems to support instruction", consider that COI's resources cover the use of data to inform instructional practices and decision making; inform professional development for teachers and administrators; and improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan for "turning around lowest-performing schools", COI's resources can help you understand research-based practices to provide high-quality instruction and effective intervention to reach struggling students. Our resources can also help principals understand how to plan initiatives to improve the instructional programs for students and how to serve as an instructional leader at their school. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in "effective leaders and teachers", consider that COI's resources cover the research on high-quality instruction and interventions; using data to inform instruction; high-quality coaching and professional development for your teachers; and how to improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can guide you in your decision-making about what reforms work and how to implement them most effectively in the area of "standards and assessments". COI's resources can help you implement high-quality assessments and use information from assessments to guide classroom instruction. | ||||||
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A debate continues over what constitutes effective science instruction. This brief from the Center on Instruction endeavors to distill the research on science learning to inform a common vision of science instruction and to describe the extent to which K-12 science education currently reflects this vision. A final section on implications for policymakers and science education practitioners describes actions that could integrate the findings from research into science education. The Center on Instruction hosted a workshop in May 2008 that highlighted the material in this brief. PowerPoint presentations and handouts from this meeting can be downloaded here. |
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This free online library provides local educators with easy access to over 700 professional development resources that can be customized to meet their needs. Such groups as AFT, NEA, federally funded TA centers, the IRIS Center, COI, and various states, have contributed resources to bring together research, policy and practice. The site can be searched by keyword or by an alphabetical list of resources, topics, or organizations providing the resource. It also has "featured resources", an opportunity to add a resource, and a signup to receive email updates. The database can be accessed here. |
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This practice guide from the National Center for Education Research, Institute of Education Sciences, is designed to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. It includes specific recommendations and the quality of evidence that supports those recommendations. The guide can be downloaded at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072003.pdf. |
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This AAAS document complements the National Science Education Standards (NSES) in forming a comprehensive statement of what science students should know and be able to do. It defines the essential concepts in twelve areas: the nature of science; the nature of mathematics; the nature of technology; physical setting; the living environment; the human organism; human society; the designed world; the mathematical world; historical perspectives; common themes; and habits of mind. The complete document can be accessed here. |
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This resourcefrom the National Reearch Council offers a strong research foundation for particular instructional methods along with a rich description of application of the research in real classroom settings. It take three fundamental principles of knowing--preconceptions, interrelationships between factual and conceptual knowledge, and metacognition--and applies those principles to particular subject area concepts. Chapters describe a science concept at three levels of schooling--elementary, middle school and high school--and demonstrate how preconceptions can be made evident by teachers and addressed when they prove to be mistaken ideas. The hypothetical lessons offered in the middle chapters represent a synthesis of both qualitative and quantitative science education research integrated with the cognitive science findings detailed in the introductory chapters. The document can be accessed here. |
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The document from the Committee on Test Design for K-12 Science Achievement of the National Academies is intended as a guide to help states make decisions about assessment as a tool for supporting student learning. It addresses the critical questions states must consider in the design of effective systems for measuring student attainment in science. It can be accessed here. |
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The conversation about scientific literacy for every citizen began with the publication of Science for All Americans. This document makes explicit the essential topics and key concepts whose understanding are a part of everyday American life. This statement of fundamental knowledge has application not only in K-12 settings, but makes the case for the inclusion of science literacy in adult learning experiences as well. The document can be accessed here. |
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The National Science Education Standards is one of the foundational documents in science education, defining what science students should know and be able to do to become educated citizens. The NSES serve as the basis for state science standards and curriculum frameworks across the country. In addition, the Standards are identified by the Science Committee of the National Governing Board as one of the core documents underlying the framework for both the 2005 and the upcoming 2009 NAEP Science assessment. As states develop measures of proficiency in science, the National Science Education Standards will be an essential resource. The document can be accessed here. |
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