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In the introduction of “Science Notebooks in Student-Centered Learning”, the importance of allowing students to document their work into a notebook is discussed. By allowing students to document their observations, questions, and findings into their notebook, the teacher is able to visibly see that the students are engaged in the practices of science. Viewing the notebooks also allows the teacher to see which topics the students understand and or are struggling with. This introduction chapter discusses how science notebooks can be a safe place for students to write down their thoughts, try out new ideas, pose questions, and work through puzzling data. Notebooking allows students to reflect their unique voices and record meaningful and personalized learning over the course of the school year.
In chapter 1, a framework for K–12 science education is discussed. This framework lays out a vision for effective student-centered science education. Effective science teaching and learning is three-dimensional: a mix of disciplinary core ideas, science and engineering practices, and cross cutting practices. Disciplinary core ideas are the key concepts and principles students must understand to be able to make sense of the natural world. Science and engineering practices are the “how” of teaching and learning. These practices represent what students actually do as they investigate and make sense of phenomena. Crosscutting concepts are broad concepts that transcend and connect all scientific disciplines. Active learning and teachers acting as a facilitator is also discussed in chapter 1. It is important for a teacher to act as a facilitator in the classroom, guiding and supporting learning, and creating a student centered environment. Active learning and engagement in a science classroom can include hands-on investigation of objects, experimentation, or observing and asking questions. In a student centered classroom, the students are able to work together with their peers and share their own ideas and findings. A research study is also discussed in the chapter that shows that choice is motivating for students and leads to higher engagement. Allowing students some say in their learning helps build their identities as capable learners and problem solvers.
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