Brain-Compatible Science / Edition 2

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Overview

Gain fresh insights for teaching, learning, and assessing knowledge of critical science concepts through the exploration of research-based practices for science education.

This book turns science on its ear with the author`s revolutionary approach to the subject. This veteran science specialist summarizes and outlines the most essential principles of chaos theory and other new science theories. She explains the implications and applications of brain-compatible classrooms and gives lessons that can be easily integrated into existing science curriculum. She even supplies charts for each chapter to help teachers navigate the brain compatibility of their classrooms.

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Editorial Reviews

Mandy Frantti

"Very useful to K–12 classroom teachers and pre-service teachers. The examples, vignettes, cases, and stories are powerful, and the lesson plans are well done and easy to use."

Sally Berman
"A model of science instruction that promotes deep understanding of processes and principles, meaningful transfer of learning to new settings, and a positive attitude toward the role of science and technology in society that will help today’s students develop into tomorrow’s informed decision makers."
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Product Details

  • ISBN-13: 9781412939966
  • Publisher: SAGE Publications
  • Publication date: 9/26/2006
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 248
  • Product dimensions: 8.25 (w) x 11.00 (h) x 0.53 (d)

Meet the Author

Margaret Mangan is an award-winning educator whose teaching experience spans 36 years and grades 1 through 8 in Wisconsin schools. Most recently, Margaret taught science at Whitefish Bay Middle School, and prior to that was a science specialist for elementary schools in Whitefish Bay. Operating from a cart, Margaret traveled to forty-one classrooms a week to teach hands-on science to first through fifth graders. Drawing from inquiry, constructivist, and brain-based learning models, Margaret uses a variety of teaching strategies that address diverse learning styles. In addition to working with students, Margaret presents hands-on science workshops for educators. Margaret has a Master’s of Education in professional development with an emphasis in science education from Cardinal Stritch University in Milwaukee.

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Table of Contents

Listing of Figures
Preface
Acknowledgments
About the Author
Introduction: Envisioning a New Paradigm for Science Education
I. Chaos Theory
1. Fractals: A Metaphor for Constructivism, Patterns, and Perspective
2. Iteration: A Metaphor for Change in Science Curriculum and Information Management
3. Sensitive Dependence on Initial Conditions: A Metaphor for Change in Gender Equity and Diversity
4. Strange Attractors, Phase Space, and Phase Portraits: A Metaphor for Change in Learning Environments and Habits of Mind
5. Bifurcations and Period Doubling: A Metaphor Featuring Choices, Joy, and Surprise
6. Turbulence: A Changing Perspective of Discipline and Classroom Management
II. New Science Principles: Implications of New Science Principles for Science Education
7. A New Look at Evolutionary Biology: A Metaphor for Change in Curriculum Integration and Localization
8. A New Look at Self-Organization: A Metaphor for Change in Knowledge Construction
9. Dissipative Structures: A Metaphor to Emphasize the Significance of Community and Values
10. Quantum Mechanics: A Metaphor for Change in the Power of Relationships, Energy, and Paradox
III. Chaos Theory and New Science Principles Summary
Glossary
References
Index
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