Download Learn Science, Learn Math, Learn to Teach Science and Math, by Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman PDF
By Hedy Moscovici, Penny J. Gilmer, Katherine C. Wieseman
Dr. Hedy Moscovici's lifestyles on 3 continents and her conflict with ovarian melanoma formed the original co-learning and participative management point of view on technology and arithmetic schooling shared during this booklet. this article has a number of audiences - potential and working towards lecturers eager to inspire their scholars to benefit, technological know-how and arithmetic educators mentoring academics to turn into transformative intellectuals and significant pedagogues, mom and dad attracted to their kid's development, and policymakers and public wishing to deepen their knowing approximately studying regularly and academic concerns in technology and arithmetic. mottos, "I cannot examine from you if you cannot study from me" and "to educate is to profit twice," summarize the essence of her message. The highlight is at the severe interdependence of things, in particular human skill to build realizing; necessity of disequilibrium to spark neural rewiring; cognition-emotion (pleasure vs. discomfort, even technology or math phobia) connections; sociocultural context; quandary created by means of the absence of a basically reliable "learning meter" for a society valuing aim dimension of caliber of studying; human relationships sustained through 3 R's (rights, tasks, respect); and, heightened know-how of strength relationships resulting in a spirit of collaboration, popularity of every individual's strengths and services; and important pedagogy.
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Additional info for Learn Science, Learn Math, Learn to Teach Science and Math, Homo Sapiens!
2 (p. 24). What important aspects of learning and understanding science and mathematics were there? What was missing? Use pair-share to determine and discuss class patterns for good experiences and for bad experiences. How Do We Measure Learning? With learning there is an inherent need to be able to constantly measure what was learned in order to know the steps to proceed. Unfortunately, no instrument like a “learning meter” (Figure 2-3), measuring in some unit in the International System of Units, exists.
What happens here? Do some children have a certain gene or tendency to learn while others do not possess this? From my personal experience I know that all children learn, however, they might choose something that is different from the adult’s intended learning, which actually does not get checked or quantified. The learning experience needs to be relevant to the child, relevant enough to convince her to invest time and energy – to get involved. Learning About Flux, Reflux, and the Changing Sea I was very young when, during the summer months, I joined my father on his trips to the Black Sea shore where he was performing as a pianist or an accordion player, to supplement his diminished income as an engineer.
Having high expectations for every child is at the foundation of the educational system, and every child is educated to become a leader. D. in Science Education at Florida State University, under the leadership of Professor Ken Tobin, a well-known science educator, whom Israeli science educators had recommended to me. While I was involved in my studies, my husband, Uri, and I were involved in our sons’ schooling (ages four, eight, and twelve). School boundaries determined the student population for K-12 education system in Tallahassee, Florida, USA.