Chris Moore, Associate Professor of Physics and George Haddix Community Chair of Science, recently published his second book Teaching Science Thinking: Using Scientific Reasoning in the Classroom.
In his introduction, Moore draws the distinction between a cook and a chef to illustrate the distinction between teaching students content and practice and teaching students content, practice, and thinking. “Thinking is the glue that binds knowing and doing. Thinking is the creativity required to discover, whether we’re talking about discovering new flavor combinations or what happens past the event horizon of black hole,” he writes.
As with his first book, Creating Scientists: Teaching and Assessing Science Practice for the NGSS, also published by Routledge, Moore’s target audience is K-12 teachers working to incorporate NGSS or Next Generation Science Standards into their science classrooms. Next Generation Science Standards are the result of the efforts of the National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, Achieve, and a consortium of 26 states. Finalized in 2013, the Standards are “rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.”
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