DISCIPLINEAdd Filter »Collapse »
35 Biological Sciences 1 Biotechnology 11 Chemistry 9 Accounting 1 Aviation Science 1 Business Administration 3 Chemistry and Biochemistry 3 Composition and Rhetoric 3 Economics 7 Education 5 English 3 Environmental Science 4 Faculty Development 2 Finance 1 Food and Resource Economics 1 Foreign Languages 2 Geography 1 Mechanical Engineering 1 Medical Education 1 Multidisciplinary 5 Nutrition 4 Nutrition and Dietetics 10 Physics and Astronomy 1 Plant and Soil Sciences 3 Political Science 7 Psychology 1 Public Policy 1 Research Design 1 Science Education 1 Sociology 1 Statistics 2 Women’s Studies
LEVELAdd Filter »Collapse »
13 Advanced (majors) 1 Any 22 Intermediate (majors and non-majors) 20 Intermediate (majors) 5 Intermediate (non-majors) 53 Introductory 1 Introductory (high school or college) 17 Introductory (majors and non-majors) 11 Introductory (majors) 1 Introductory (middle grade, gifted) 16 Introductory (non-majors) 1 Introductory (professors and teachers) 1 Introductory (science majors) 1 Introductory (variety of audiences) 2 Introductory (workshop participants)
Choosing Books to Support Elementary Girls’ Science Learning
Length: 3-6 hours
Discipline: Education
Level: Intermediate (majors)
Author: Ford, Danielle
In this problem designed for teacher education majors, students prepare a grant proposal to obtain trade books for elementary science curricula that will support girls’ science learning. Students will first determine what makes a good science trade book for children, examine books within a particular content area for their quality and appeal to girls, determine a list of text materials appropriate for instruction, and prepare a grant application to request those materials. The problem can be used as a supplement to the PBL problem “How will I know if my students learned what they’re supposed to?” (Ford, 2005).