John T. Almarode & Douglas Fisher 
Visible Learning for Science, Grades K-12 
What Works Best to Optimize Student Learning

In the best science classrooms, teachers see learning through the eyes of their students, and students view themselves as explorers. But with so many instructional approaches to choose from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success?  



In 
Visible Learning for Science, the authors reveal that it’s not which strategy, but when, and plot a vital K-12 framework for choosing the right approach at the right time, depending on where students are within the three phases of learning: surface, deep, and transfer. 



Synthesizing state-of-the-art science instruction and assessment with over fifteen years of John Hattie’s cornerstone educational research, this framework for maximum learning spans the range of topics in the life and physical sciences. Employing classroom examples from all grade levels, the authors empower teachers to plan, develop, and implement high-impact instruction for each phase of the learning cycle:  




Surface learning: when, through precise approaches, students explore science concepts and skills that give way to a deeper exploration of scientific inquiry.  




Deep learning: when students engage with data and evidence to uncover relationships between concepts—students think metacognitively,  and use knowledge to plan, investigate, and articulate generalizations about scientific connections.  




Transfer learning: when students apply knowledge of scientific principles, processes, and relationships to novel contexts, and are able to discern and innovate to solve complex problems.




Visible Learning for Science opens the door to maximum-impact science teaching,  so that students demonstrate more than a year’s worth of learning for a year spent in school.

Inhoudsopgave

List of Videos

Acknowledgments

About the Authors

Introduction

Chapter 1. Science Learning Made Visible

Visible Learning

Surface, Deep, and Transfer

Challenging Tasks

Science Is More Than Demonstrations and Labs

The Role of Social Skills in Science

Teacher Clarity

Conclusion

Reflection Questions

Chapter 2. Science Surface Learning Made Visible

Surface Learning in Science

Selecting Science Tasks That Promote Surface Learning

Surface Learning in Science Made Visible

Scientific Processes and Thinking

Feedback

Conclusion

Reflection Questions

Chapter 3. Science Deep Learning Made Visible

Deep Learning in Science

Selecting Science Tasks That Promote Deep Learning

Deep Learning in Science Made Visible

Scientific Processes and Thinking

Feedback

Conclusion

Reflection Questions

Chapter 4. Science Transfer Learning Made Visible

Transfer Learning

Types of Transfer: Near and Far

The Paths for Transfer: Low-Road Hugging and High-Road Bridging

Managing Misconceptions

Conditions Necessary for Transfer Learning

Selecting Science Tasks That Promote Transfer Learning

Helping Students Transform Scientific Understanding

Scientific Processes and Thinking

Feedback

Conclusion

Reflection Questions

Chapter 5. Science Learning Made Visible Through Evaluation

Determining Impact

Calculating the Effect Size

Selecting Evaluations That Promote

Response to Intervention in the Science Classroom

Learning From What Doesn’t Work

Conclusion

Reflection Questions

References

Index

Over de auteur

John Hattie, Ph D, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research,  better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2, 100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.