000 | 02137nam a22003377a 4500 | ||
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003 | NU | ||
005 | 20241206173203.0 | ||
008 | 241206b ph ||||| |||| 00| 0 eng d | ||
020 | _a978-1-0719-1706-0 | ||
040 |
_aNU FAIRVIEW _cNU FAIRVIEW |
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050 | _aLB 2806.1 J33 2024 SHS. | ||
100 |
_aJackson, Christa. _eauthor. |
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245 |
_aSimplifying Stem : _bFour equitable practices to inspire meaningful learning / _cChrista Jackson, Kristin L. Cook, Sarah B. Bush, Margaret Mohr-Schroeder, Catherine Maiorca, Thomas Roberts. |
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260 |
_aThousand Oaks, California : _bCorwin., _cc2024. |
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300 |
_axxiv, 163 pages ; _bIllustration, _c26 cm. |
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365 | _b3405.00 | ||
504 | _aIncludes Index. | ||
505 | _aChapter 1: Stem across the disciplines as mutually supportive -- Chapter 2: ISP 1 : Use critical and creative thinking to seek solutions -- Chapter 3: ISP 2 : Collaborative and use appropriate tools to engage in iterative design -- Chapter 4: ISP 3 : Communicate solutions based on evidence and data -- Chapter 5: ISP 4 : Recognize and use structures in real-world systems -- Chapter 6: Reimagining existing stem tasks -- Chapter 7: The heart and the spirit -- . | ||
520 | _aIn response to calls for active STEM learning that builds students’ agency and sense of belonging, teachers and leaders are being encouraged more and more to equitably implement integrated STEM instruction. This practical guidebook is designed to help educators create integrated STEM learning experiences that are inclusive for all students and allows them to experience STEM as scientists, innovators, mathematicians, creators, engineers, and technology experts. | ||
650 | _2CURRICULUM PLANNING. | ||
650 | _2INTERDICIPLINARY APPROACH IN EDUCATION. | ||
650 | _2SCIENCE -- STUDY AND TEACHING. | ||
650 | _2TECHNOLOGY -- STUDY AND TEACHING. | ||
650 | _2MATHEMATICS -- STUDY AND TEACHING. | ||
700 |
_aCook, Kristin L. _eauthor. |
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700 |
_aBush, Sarah H. _eauthor. |
||
700 |
_aMohr-Schroeder, Margaret. _eauthor. |
||
700 |
_aMaiorca, Catherine. _eauthor. |
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700 |
_aRoberts, Thomas. _eauthor. |
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942 |
_2lcc _cBK _n0 |
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999 |
_c5422 _d5422 |