UNCOVERING STUDENT IDEAS IN PRIMARY SCIENCE, VOL. 1: 25 NEW FORMATIVE ASSESSMENT PROBES FOR GRADES K-2
Book ID/图书代码： 11724014B71390
English Summary/英文概要： What ideas do young children bring to their science learning, and how does their thinking change as they engage in science talk ? Find out using the 25 field-tested probes in the newest volume of Page Keeley s bestselling Uncovering Student Ideas in Science series, the first targeted to grades K 2. This teacher-friendly book is: Tailored to your needs. The content is geared specifically for the primary grades, with an emphasis on simple vocabulary as well as drawing and speaking (instead of writing). The format of the student pages uses minimal text and includes visual representations of familiar objects, phenomena, or ideas. Focused on making your lessons more effective. The assessment probes engage youngsters and encourage science talk while letting you identify students preconceptions before beginning a lesson or monitor their progress as they develop new scientific explanations. Applicable to a range of science concepts. This volume offers 8 life science probes, 11 physical science probes, and 6 Earth and space science probes that target K 2 disciplinary core ideas. Ready to use. The book provides grade-appropriate reproducible pages for your students and detailed teacher notes for you, including clear and concise explanations, relevant research, suggestions for instruction, and connections to national standards. Uncovering Student Ideas in Primary Science is an invaluable resource for classroom and preservice teachers and professional development providers. This age-appropriate book will help you teach more effectively by starting with students ideas and adapting instruction to support conceptual change.
Chinese Summary/中文概要： 幼儿在自然科学学习的时候会产生什么想法呢，在参与小组讨论的时候他们的想法又会有什么变化呢？在佩吉•凯利最畅销的新作《在初级科学中发现学生的想法》中，25个全新的为幼儿园到二年级学生设计的形成性评价调查将使你有所收获。这本教学书籍是可以根据需求因材施教的，其内容专门针对幼儿园及小学生，书中也用简单的单词以及图画解释，将老师的课堂变得更加有效率。这些评估方法将使学生更有参与感，教师也能在学生讨论的时候更好地了解他们的想法和变化。这本书对于初级科学的大部分理念都适用。值得一提的是这本书是用可再生纸张制作的，还给老师准备了许多详细的笔记，包括清晰简明地注释、相关的科学调查、对指导的建议、以及和全国标准的联系。《在初级科学中发现学生的想法》是本非常丰富的教学资源书籍，非常适用教学专业学生以及专业领域人士。这本书会让你更了解学生的想法，接受观念的改变，也能使你更有效率地教学。（XAT）
Awards/获奖情况：我非常喜欢书中所展示出的理念，非常适合幼儿园及小学生的自然科学教学！我以后会经常使用这本书的！
I loved the ideas presented in this book - user friendly and developmentally appropriate for elementary children! This book will be used often.
About the Author/作者介绍： 佩吉•凯利是缅因州数学与科学联盟的高级科学项目主任。她所指导的项目包括领导力、专业发展、教学标准和调查、形成性评价、监管及指导以及在全国范围内为学校及组织提供咨询服务。她还是三个美国科学基金会项目的主要研究员，其中包括新英格兰北部共同监督网络，一个为初高中监管者和新老师设计的支持科学和数学学习的监管网络系统；课程主题研究，一个利用国家标准和认知研究的系统方法；中学科学教学现象和表征指导方法，一个为教学质量的标准和评估设计的全国电子图书馆整合系统。同时，她还是两个全国范围项目的联合负责人，其中包括一个幼儿园至八年级学生的物理科学指导方法以及美国国家半导体公司基金会对科学的联系、调查、和语言素养方面的项目。凯利已写作过10本全国范围内出版的书籍，其中4本是课程主题研究系列（卡文出版社），4本是发现学生的想法系列（NAST出版社），其余的还有《关于科学形成性评估的75个实用方法》、《关于数学形成性评估的50个实用方法》。
凯利已有15年初高中教学经历，她在全国范围内是一位积极的教师领导者。1992年她获得了总统中学科学教学卓越奖，1993年获得了米尔肯国家教育工作者奖。她是缅因大学的兼职讲师，并在国家科学院担任科学和数学教育的领导工作，负责2061专业发展项目研究工作，并且还供职于国家顾问委员会。凯利曾是第63届国科学教师协会的主席，任期是2008年至09年，她目前还在各大全国研讨会上演讲。
Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K-8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).
Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.
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