Sentences with phrase «science curriculum as»

If you have schools mixing and matching the plan of integrating the middle school sequence, it seems to me that there's going to be a group of kids who transfer schools or who are in a grade midway through the sequence and who will miss hunks of science curriculum as this transition is made.

It involved the science curriculum as well, so children were engaging with nature... at the same time they were sliding down dirt hills, climbing rocks, running up and down gulleys, building, constructing, exploring, playing, and having an amazing time.»

It also requires school administrators to «assist teachers» in finding «effective ways to present the science curriculum as it addresses scientific controversies.»

Not exact matches

It recently imposed a curriculum in schools in its Syrian stronghold, Raqqa, scrapping subjects such as philosophy and chemistry, and fine - tuning the sciences to fit with its ideology.

Harvey Mudd describes its core curriculum as «an academic boot camp in the STEM disciplines — math, physics, chemistry, biology, computer science, and engineering — as well as classes in writing and critical inquiry» that it says «gives students a broad scientific foundation and the skills to think and to solve problems across disciplines.»

Regardless, of course science curriculum is going to change as we learn new things.

where to start... you have IDers wanting that taught along side evolution as if that puedo - science would stand up in school, you have religious folks attacking the schools over different parts of the curriculum.

You are essentially doubting the abilities of very basic science, and might as well remove science from the academic curriculum.

At issue was the Introduction to Physical Science class he had taken as a freshman at El Paso Austin High, a course the NCAA considered remedial and therefore not part of a core curriculum.

Accredited by the German Government and the Western Association of Schools and Colleges (WASC), the GISSV offers a dual - immersion program that follows ambitious curricula, focusing on science and social studies as well as arts and sports.

-LSB-...] have no problem with programs that work nutrition education into the school curriculum, such as Recipe for Success's innovative seed - to - plate approach that use math, science and language arts while showing impoverished kids how their food grows and -LSB-...]

This is a Christian curriculum but could be used by anyone, and has a fair amount of flexibilty built in, as well as the option of supplying art and science supplies by mail.

Environmental studies are incorporated into many aspects of the curriculum, with specific focus in areas such as geography, science, creative arts, and the Gardening and Glen Brook Farm Programs.

Its curriculum aims at developing certain areas such as language, music, art, math, and science.

The program has been written for teachers by teachers, and meets the expectations as outlined in the Ontario curriculum for Science.

Cooper is able to visit any classroom, not only providing educational moments for nutrition, but incorporating parts of her demonstration into English, science or math curriculum with interactive lessons, such as recipe fractions, voting and graphing.

In addition, if the homeschool curriculum takes a particular approach, such as being literature or text - based, it may not be the best approach for teaching biology or chemistry, which are lab - based sciences.

Although our methodology is such that all children are taught the same curriculum, a child who is gifted in certain areas, such as in science, music, or the arts, may go deeper or do more advanced work within the general classroom setting.

Montessori, who lived in an arts - rich culture, brought science and math as a focal point of the Montessori curriculum.

Now that you mention it, I actually have no problem with programs that work nutrition education into the school curriculum, such as Recipe for Success's innovative seed - to - plate approach that uses math, science and language arts while showing impoverished kids how their food grows and teaching them about sound nutrition.

Commenting on the plans, Paul Davies, Head of Policy at the Institution of Engineering and Technology (IET) said: «While it's great to see a big focus on science subjects in the new EBacc, we are concerned that the plans to narrowly prescribe the curriculum in this way will effectively drive subjects like design & technology (D&T), as well as creative and artistic subjects, from the curriculum.

In subsequent written correspondence with civil servants, the BHA stated that «Our concern is for the government to make absolutely clear that there is no chance it will ever accept [creationist Free School] bids, or allow any state - funded school to teach creationism as science, anywhere in the curriculum, and this is only possible through a change in the law... we would support any adjustment to the model funding agreement to add a statement [to this effect]... Could we request that the next time the [Free School] model funding agreement is reviewed, our desire for this point's inclusion is considered?»

Wood ran the preschool for a number of years until her kids were all in school, and then went back to school again herself, after which she worked as a curriculum coordinator in science and engineering in the Arlington Central School District in Dutchess County.

As a company with innovation at its heart, we are particularly keen to support the science and technology curriculum and help stimulate young minds.

The British Humanist Association (BHA) is one of almost 100 organisations to have signed a letter organised by the Sex Education Forum (SEF) and published today in The Times, calling for strong teaching around sex education as part of national curriculum science in England.

In 2012 the BHA revealed that Steiner Academy Hereford gives homeopathy to students for ailments such as burns, and uses a science curriculum book that promotes belief in homeopathy.

Her work in the field of research ethics has ranged from consulting in Ghana, Taiwan, and Mexico on ethics curricula in research environments to serving as 2009 - 2011 Scientist in Residence for ethics and science education at the Montgomery Middle School in San Diego.

She also led Project 2061's evaluative studies of science and mathematics textbooks and currently serves as principal investigator on curriculum development efforts funded by the U.S. Department of Education's Institute of Education Sciences, the National Science Foundation, and the National Oceanic and Atmospheric Administscience and mathematics textbooks and currently serves as principal investigator on curriculum development efforts funded by the U.S. Department of Education's Institute of Education Sciences, the National Science Foundation, and the National Oceanic and Atmospheric AdministScience Foundation, and the National Oceanic and Atmospheric Administration.

In a paper written for the conference, Roseman also touched on the role of scientists and scientific organizations such as AAAS in reforming science education, including the development of standards and the curriculum materials, assessments, and teacher professional development that are aligned to them.

Students will engage with scientific ideas and practices through hands - on activities and learn to write clear and concise explanations of real - world phenomena as part of a novel curriculum that the National Science Teachers Association Press is slated to publish in mid-September.

Cari F. Herrmann Abell, Ph.D., joined AAAS Project 2061 in 2005 as a postdoctoral fellow for the Center for Curriculum Materials in Science and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K - 12 science learnCurriculum Materials in Science and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K - 12 science learningScience and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K - 12 science learncurriculum and assessment resources aligned to K - 12 science learningscience learning goals.

Cari F. Herrmann Abell, Ph.D., joined AAAS Project 2061 in 2005 as a postdoctoral fellow for the Center for Curriculum Materials in Science and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K — 12 science learnCurriculum Materials in Science and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K — 12 science learningScience and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K — 12 science learncurriculum and assessment resources aligned to K — 12 science learningscience learning goals.

As the project's curriculum director, she participated in the development of Benchmarks for Science Literacy and Resources for Science Literacy: Professional Development and, as director, provided leadership for and contributed to the development of Atlas of Science Literacy, VoAs the project's curriculum director, she participated in the development of Benchmarks for Science Literacy and Resources for Science Literacy: Professional Development and, as director, provided leadership for and contributed to the development of Atlas of Science Literacy, Voas director, provided leadership for and contributed to the development of Atlas of Science Literacy, Vol.

This is particularly important for students in grades five through eight to nurture their interest in science, technology, engineering and math (STEM) as the curriculum becomes more sophisticated.

As program director and curriculum designer of the Master of Science in Information Assurance (MSIA) at Norwich University in Northfield, Vermont, I performed research and interviewed security professionals as I was designing the program in 200As program director and curriculum designer of the Master of Science in Information Assurance (MSIA) at Norwich University in Northfield, Vermont, I performed research and interviewed security professionals as I was designing the program in 200as I was designing the program in 2002.

Many minority students receive little exposure to the earth and space sciences in precollege or undergraduate curricula and have few opportunities to participate in research in these fields as college students.

Miller also offers a recommendation for further progress toward decreasing the prevalence and strength of these stereotypes: «integrating discussion of diverse female scientists into science curriculums «so it's not seen as atypical to discuss a woman scientist.»»

Some university science programs, such as Dalhousie University's Integrated Science Program based in Halifax, Nova Scotia, integrate transferable skills training into the currscience programs, such as Dalhousie University's Integrated Science Program based in Halifax, Nova Scotia, integrate transferable skills training into the currScience Program based in Halifax, Nova Scotia, integrate transferable skills training into the curriculum.

Biology teacher Steve Stough noted that not only does ID not belong in the science curriculum, it is also «both vacuous and logically fallacious» as philosophy or religion.

This collaboration with the computer science course serves as an example of the Media Innovation Center's mission to support initiatives, projects, research and curriculum innovations that intersect its work in technology, media and information networks.

Many innovations imposed on science teachers over the past few years, including those in the National Curriculum in Science, have concentrated on improving the curriculum, as if that by itself would improve science tescience teachers over the past few years, including those in the National Curriculum in Science, have concentrated on improving the curriculum, as if that by itself would improve scienceCurriculum in Science, have concentrated on improving the curriculum, as if that by itself would improve science teScience, have concentrated on improving the curriculum, as if that by itself would improve sciencecurriculum, as if that by itself would improve science tescience teaching.

The Illinois program requires the same science curriculum, with the «same performance expectations, same degree of rigor» as the traditional master of science, he explains, although that is not the case everywhere.

But Massachusetts's colleges and universities have had an eye on industry for more than a decade, Griesemer says, citing the addition of bioinformatics to computer science programs and clinical trials training to medical school curriculums as early examples.

«These fields have typically not been included as part of the science curriculum and are not represented systematically in some of the major national - level documents that identify core concepts for K - 12 science,» it says of the behavioral sciences, while explaining that computer sciences «has a history and a teaching corps that is generally distinct from those of the sciences.»

«It will be a valuable resource for everyone who works in K - 12 science education — those who design curriculum and assessment, those who educate teachers, education researchers, as well as our nation's teachers,» he adds.

Some liken the idea of teaching a Catholic version of science to the attempt by American creationists to have their version of evolution given as much prominence in the curriculum as Darwin's version of events.

Universities that are interested in placing their science graduates in industrial positions need to add appropriate applied courses to their curricula in areas such as quality systems, regulatory affairs (cGLP, cGMP, and cGCP), and manufacturing.

Some educationalists have argued that as maths, science and technology are compulsory for every pupil in state secondary schools until 16, the curriculum is overloaded with science.

This collection of syllabi related to Science and Human Rights is intended for use by educators from across the scientific disciplines who are interested in incorporating human rights into their curricula and training, as well as for scientists seeking to explore how human rights relate to the practice of their discipline.

Community College of Philadelphia students take a cluster of courses within the Culture, Science, and Technology (CST), Science or Biology curricula, or Applied Science and Engineering Technology (ASET) curriculum as part of the Biomedical Technician Training Program.