This report from the National Research Council explores how learning changes the physical structure of the brain, how existing knowledge affects what people notice and how they learn, the amazing learning potential of infants, and the relationship between classroom learning and learning in everyday settings such as community and the workplace. It identifies learning needs and opportunities for teachers and provides a realistic look at the role of technology in education.
Many scientists and science educators are concerned about the public’s ambiguous relationship with science and this public includes elementary teachers. Like many citizens, too many elementary teachers find science disconnected from everyday life and thinking. Science is a “school” subject − not an important part of everyday life. Some may believe that science conflicts with important personal beliefs they hold about other areas of life such as religion and art. Elementary teachers who feel this disconnection with science will at best approach science teaching as something one does if school