Teaching for Meaning

Published: 11/24/2014 2:53 PM

The National Research Council recently published How Students Learn Science in the Classroom, (2005). The book focuses on three principles of learning that all teachers of science should understand and be able to implement in their classrooms in order to promote meaning-making or understanding:


  • Engaging Prior Understandings (See "Addressing Misconceptions" for additional information/resources)
  • The Essential Role of Factual Knowledge and Conceptual Frameworks in Understanding (See "Teaching with the Big Ideas" and "Developing Essential Questions" for additional information/resources)
  • The Importance of Self-Monitoring
Familiarization with these ideas and related strategies should provide a solid foundation for developing units, courses, and both formative and summative assessments in every Kentucky science classroom.
There is a cadre of Kentucky teachers trained to deliver high quality professional development around our new core content for assessment and how to use it to teach for enduring understanding.

Addressing Misconceptions
Addressing Misconceptions.docAddressing Misconceptions.doc

Teaching with the Big Ideas
Teaching With The Big Ideas.docTeaching With The Big Ideas.doc

Developing Essential Questions
Developing Essential Questions.docDeveloping Essential Questions.doc
Rae McEntyre
Office of Next-Generation Learners
500 Mero Street, 18th Floor CPT
Frankfort, KY 40601
(502) 564-9850
Fax (502) 564-9848