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Visible Learning for Science, Grades K-12
What Works Best to Optimize Student Learning
- John Almarode - James Madison University, USA
- Douglas Fisher - San Diego State University, USA
- Nancy Frey - San Diego State University, USA
- John Hattie - The University of Melbourne, Australia
Additional resources:
June 2018 | 216 pages | Corwin
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 from—inquiry, laboratory, project-based learning, discovery learning—which is most effective for student success?
In Visible Learning for Science, the authors reveal that it’s 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 Hattie’s 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 concepts—students thinkmetacognitively, 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 scienceteaching, so that students demonstrate more than a year’s worth of learning for a year spent in school.
In Visible Learning for Science, the authors reveal that it’s 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 Hattie’s 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 concepts—students think
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
List of Videos
Acknowledgments
About the Authors
Introduction
Chapter 1. Science Learning Made Visible
Chapter 2. Science Surface Learning Made Visible
Chapter 3. Science Deep Learning Made Visible
Chapter 4. Science Transfer Learning Made Visible
Chapter 5. Science Learning Made Visible Through Evaluation
References
Index
Supplements
“The authors have written a book with research to support that various learning techniques are effective at different times. Its lack of ‘an all or nothing’ approach truly impresses. This book reminds teachers to make relevance obvious when teaching science standards and that mistakes are necessary for learning to occur. It is so relevant in today’s school climate and is an easy read for busy teachers who are trying to do the best they can for their students.”
Munising Public Schools
“Visible Learning for Science is a great science methods text with its many, many great examples and excellent inclusion of research. I would definitely use this book in the classroom!”
University of North Carolina at Pembroke