Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning
English
By (author): Douglas Fisher John Hattie John T. Almarode Nancy Frey
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 frominquiry, laboratory, project-based learning, discovery learningwhich is most effective for student success?
In Visible Learning for Science, the authors reveal that its 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 Hatties 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 conceptsstudents 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 years worth of learning for a year spent in school. See more
In Visible Learning for Science, the authors reveal that its 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 Hatties 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 conceptsstudents 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 years worth of learning for a year spent in school. See more
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