GED7851-01.Tchng Science in Elem School.Sp19.Jensen,Jill
2019
- 7Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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Syllabus Description
The purpose of this course is to develop understandings and pedagogical competencies necessary to implement effective science curriculum in the elementary classroom. You will also implement methods that promote student investigation, discussion, and assessment models that meet the diverse learning needs of elementary students Science is a core discipline for elementary school learners. It is vital that new teachers enter the classroom with the confidence necessary to deeply engage their learners. The course is heavily influenced by constructivist learning philosophies and an inquiry-based teaching approach. Participants will be engaged in activity, leading activities, and reflecting on those experiences. Using the state and national standards as gatekeepers, we will work hard at perfecting the planning of a sequence of instruction. Consistent with the goals of the Hamline teacher education program, teachers leaving the course will be prepared to develop their teaching of science —over their careers—in ways that will help a diverse population of students develop the skills, knowledge, and dispositions they need for school, career, avocation, family life, recreation, health, and citizenship.
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