In traditional teaching, students are often presented with scientific concepts before being asked to observe phenomena themselves.
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Before joining Discovery Education, Ted spent eight years as the in-house standards expert for the National Science Teaching Association (NSTA). In this role, he supported implementation of the Next Generation Science Standards (NGSS), other standards based on A Framework for K–12 Science Education, and three-dimensional learning. He is the author of The NSTA Atlas of the Three Dimensions and editor of The NSTA Quick-Reference Guide to the NGSS (NSTA Press, 2014). Before joining NSTA, Ted spent twelve years at Project 2061 for the American Association for the Advancement of Science (AAAS), where he was responsible for the development of the Atlas of Science Literacy, Volume 2 (AAAS, 2007). Earlier in his career, Ted was a high school physics teacher. He has a degree in Earth, Atmospheric, and Planetary Science from the Massachusetts Institute of Technology.
In traditional teaching, students are often presented with scientific concepts before being asked to observe phenomena themselves.
One of the greatest experiences for a scientist is the moment they figure something out. Notice how questions play in the process of scientific learning.
Copyright © 2014-2024, edCircuit Media – emPowering the Voices of Education.
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