Page 428 - ModernCurriculumforGiftedandAdvanced
P. 428

and national standards on K–12 teaching (pp. 83–122). Greenwich, CT:
    Information Age Publishing.
Business-Higher Education Forum. (2010). Increasing the number of STEM
    graduates: Insights from the U.S. STEM education & modeling project.
    Washington, DC: Author. Retrieved from http://www.ncci-cu.org/
    downloads/BHEF_STEM.pdf
Brandwein, P. F. (1995). Science talent in the young expressed within ecologies
    of achievement (RBDM9510). Storrs: University of Connecticut, The
    National Research Center on the Gifted and Talented.
Buck Institute for Education. (n.d.). What is project-based learning (PBL)?
    Retrieved from http://bie.org/about/what_pbl
Callahan, C., Moon, T., & Oh, S. (2014). Status of elementary gifted programs.
    Retrieved from http://www.nagc.org/sites/default/files/key%20reports/
    ELEM%20school%20GT%20Survey%20Report.pdf
Change the Equation. (2014). STEMtistics–Science. Retrieved from http://
    changetheequation.org/stemtistics/science
Colombo, M. W., & Colombo, P. D. (2007). Using blogs to improve differenti-
    ated instruction. Phi Delta Kappan, 89, 60–63.
Explore Learning. (n.d.). Gizmos: Freefall tower. Retrieved from http://
    www.explorelearning.com/index.cfm?method=cResource.dspDetail
    &ResourceID=650
Feder, M. (2012). One decade, one million more STEM graduates. Washington,
    DC: Office of Science and Technology Policy. Retrieved from http://
    www.whitehouse.gov/blog/2012/12/18/one-decade-one-million-
    more-stem-graduates
Finkle, S. L., & Torp, L. L. (1995). Introductory documents. Aurora, IL: Illinois
    Math and Science Academy.
Griffith, G., & Scharmann, L. (2008). Initial impacts of No Child Left Behind
    on elementary science education. Journal of Elementary Science Education,
    20(3), 35–48.
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom.
    Journal of College Science Teaching, 42, 62–66.
Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early
    interest in science. International Journal of Science Education, 32, 669–685.
    doi:10.1080/09500690902792385
National Research Council. (2012). A framework for K–12 science educa-
    tion: Practices, crosscutting concepts, and core ideas. Washington, DC: The
    National Academies Press.

427 ÚHƒgƒŸG ÜÓ£∏d Ωóu ≤àe Ωƒ∏Y êÉ¡æe ôjƒ£J :ô°ûY ™HÉ°ùdG π°üØdG
   423   424   425   426   427   428   429   430   431   432   433