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
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
“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.”
“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!”