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|a 9780807751954 (pbk. : alk. paper)
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|a 0807751952 (pbk. : alk. paper)
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|a LB1139.5.S35
|b B76 2011
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0 |
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|a 372.35/044
|2 22
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| 100 |
1 |
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|a Brooks, Jacqueline Grennon.
|0 http://id.loc.gov/authorities/names/n93061386
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| 245 |
1 |
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|a Big science for growing minds :
|b constructivist classrooms for young thinkers /
|c Jacqueline Grennon Brooks ; foreword by Doris Pronin Fromberg.
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| 260 |
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|a New York :
|b Teachers College Press,
|c [2011], ©2011.
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| 300 |
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|a xi, 179 pages :
|b illustrations ;
|c 26 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a unmediated
|b n
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 490 |
1 |
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|a Early childhood education series
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| 504 |
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|a Includes bibliographical references (pages 167-171) and index.
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| 505 |
0 |
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|a Foreword / Doris Pronin Fromberg -- Acknowledgments -- Introduction -- Part 1: Science In Early Childhood: -- 1: Young scientists with growing ideas -- Children grow up by growing ideas -- Children grow smart by growing ideas -- Constructivist classrooms -- Professional knowledge standards -- Technology for young citizens -- Importance of simple -- Spaces for growing ideas -- National Science Education Standards -- Simple message -- 2: Constructivist view of learning -- Building big ideas -- Problems of emerging relevance -- Points of view -- Tie teaching to assessment -- Pursuit of making sense -- Deliver opportunities, not concepts -- How we learn determines what we learn -- Can classrooms really work that way? -- 3: Learning to care and caring to learn -- Teach-assess-reflect cycle -- Good curriculum, good behavior -- When good curriculum in not enough -- Assessment within teaching -- Errors lead to truths -- Productivity of wrong answers -- Structured reflection -- Becoming a master learner -- Reflection in steps -- Ever a learner -- Part 2: Landscapes For Learning Science: -- 4: Science as disciplined wonder -- Amazing ideas begin with wondering -- Wondering within the curriculum -- Classifying: What not to do -- Classifying: Another try -- Classifying: Inventive perspectives -- Classroom structure -- From procedures to concepts -- Artful guidance -- Teacher as provocateur -- 5: Science learning within family, community, and nature -- Laboratories everywhere -- Childhood physics: a cargo-crossing challenge -- Learning in nature -- Mindful engagement -- Lesson as a journey -- 6: Science of learning -- Children's emerging capacities -- New questions about old ideas -- Two sides of learning -- Mental structures -- Reflective abstraction and theory of mind -- Learning that transfers -- Neuroscience research -- Classroom research -- 7: Liberty and science for all -- Spaces of liberty -- Richness of differences -- Children with limited English proficiency -- Children with special needs -- Collaborative settings -- Learning context --
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|a 8: Negotiating the science curriculum -- Meaningful curriculum -- Designing better science lessons -- Thinking with children, not for children -- Animals that live in the cold: an example unit -- Understanding content and cognition -- Part 3: From Unifying Science Concepts To Curriculum: -- 9: Unifying science concepts -- New perspective on teaching science -- Search for patterns -- Topics, concepts, and key ideas -- Simple and complex all at once -- Learning from some great scientists -- Collective scientific thinking -- 10: Unifying concepts: the physical environment -- Relate form and function -- Look at whole systems and their order and organization -- Examine equilibrium and evolution -- Make models, collect evidence, and offer explanations -- Measure what changes and what stays constant -- Planning a lesson using unifying concepts -- Water studies: a physics unit -- 11: Unifying concepts: the living environment -- Relate form and function -- Look at whole systems and their order and organization -- Examine equilibrium evolution -- Make models, collect evidence, and offer explanations -- Measure what changes and what stays constant -- Plant growth: a biology unit --
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|a Part 4: From Curriculum To The Wonder Of Science -- 12: Science in the shopping cart: a chemistry unit -- Clean-up time -- Color without crayons -- Shake it up -- Sticking together -- Cover with crackers -- 13: Water, soil, sand, and salt: an earth science unit -- At water's edge -- Squeaky-clean water -- Fruits in a flood -- Waterwheels at work -- Sand from shore and store -- 14: Putting it all together -- Classroom as laboratory -- Verbs for learning science -- Lesson plan model -- Becoming a professional -- Conflicting messages -- Simple message -- References -- Index -- About the author.
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| 520 |
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|a Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or "big ideas." Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create a safe classroom setting that fosters hands-on learning and exploration of real-life problems. The text includes classroom activities that connect science learning to mathematics, technology, art, and literacy. Book Features: Shows teachers how to address fundamental biology, chemistry, physics, and Earth science concepts using easy-to-find objects. Describes constructivist learning environments that are aligned with emerging data on brain development. Includes guidance for adopting approaches and instructional strategies consistent with NSTA, NSES, and NAEYC guidelines.
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| 650 |
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|a Science
|x Study and teaching (Early childhood)
|0 http://id.loc.gov/authorities/subjects/sh91005821
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| 700 |
1 |
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|a Fromberg, Doris Pronin,
|d 1937-
|0 http://id.loc.gov/authorities/names/n84157800
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| 830 |
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0 |
|a Early childhood education series (Teachers College Press)
|0 http://id.loc.gov/authorities/names/n42010157
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|p Can Circulate
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Main Library
|d MSU Main Library
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|e LB1139.5.S35 B76 2011
|h Library of Congress classification
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