Your Science Classroom by Goldston, Marion J. -- Read -- Imperial Library of Trantor

Index

Cover Page Dedication Title Copyright Brief Contents Detailed Contents Preface National Science Education Standards Acknowledgments PART I: THE NATURE OF SCIENCE

Chapter 1: I Know What Science Is! It’s an Experiment!

Introduction Engage

Making Observations and Inferences With a Fossil

Explore

Digging Into the Nature of Science

Explain

Focus Questions The Nature of Science and Scientific Knowledge What Is Science? Connecting the Nature of Science, Classroom Inquiry, and the National Science Education Standards

Technology and Science Elaborate

Finding the Nature of Science in Everyday Things

Evaluate

Nature of Science in the News

Summary Annotated Resources References

Chapter 2: Are You Scientifically Literate? Why We Teach Science

Introduction Engage

Are You Scientifically Literate?

Explore

You Make the Decision: Should You Drink Diet Soda?

Explain

Focus Questions Scientific Literacy and Society Scientific Literacy and Your Classroom Science Education Through Time Science Education Today Understanding the National Science Education Standards for Your Classroom

Elaborate

National Science Education Standards Scavenger Hunt

Evaluate

How Sweet It Is

Summary Annotated Resources References

PART II: THE NATURE OF THE LEARNER

Chapter 3: Children’s Construction of Science

Introduction Engage

Teacher-Centered or Student-Centered Classrooms?

Explore

Tales of Science Teaching: Learning Through Observation

Explain

Focus Questions Learning: An Active Process Piaget: A Theory of Cognitive Development Vygotsky: Social Interaction and Cognitive Development Constructivism Active Learning and Constructivism

Elaborate

Examining a Lesson Plan for Constructivist or Objectivist Orientations

Evaluate

Photonarratives: Visualizing Constructivistic and Objectivistic Science Teaching

Summary Annotated Resources References

Chapter 4: Children’s Alternative Frameworks and Conceptual Change

Introduction Engage

What Happens When Plants Grow in the Dark?

Explore

Comparing Seedlings Grown in Darkness or Light

Explain

Focus Questions What Are Misconceptions? Sources of Misconceptions Traits Common to Misconceptions What Do Students Think? Prior Knowledge and Students’ Science Conceptions Getting at Students’ Prior Science Conceptions Teaching Science for Conceptual Change Conditions and Teaching Strategies for Conceptual Change

Elaborate

Interviewing a Child: Uncovering Prior Knowledge Why Conduct Interviews? The Nature of Interviews Tips on Conducting an Interview With a Child

Evaluate

Interviewing Children About Science

Summary Annotated Resources References

PART III: THE NATURE OF SCIENCE TEACHING

Chapter 5: Classroom Teaching Practices: Questioning and Inquiry

Introduction Engage

Do You Know Your Questions?

Explore

Cognitive Levels of Questions

Explain

Focus Questions Inquiry and Questions Questioning in Science Classrooms Bloom’s Taxonomy of Educational Objectives Questioning With a Purpose Science Inquiry and Questions Attention-Focusing Questions Measuring and Counting Questions Comparing and Contrasting Questions Action Questions Problem-Posing Questions Wait Time Asking Science Questions Effectively

Elaborate

Questions About Questions

Evaluate

Investigating Science Classrooms: A Teacher’s Questions

Summary Annotated Resources References

Chapter 6: Inquiry Teaching Approaches and Science Process Skills

Introduction Engage

Who Wants to Be a K–8 Science Teacher?

Explore

Inquiry in Your School Yard

Explain

Focus Questions Inquiry-Based K–8 Science Instruction Directed or Structured Inquiry Guided Inquiry Full or Open Inquiry Inquiry and Process Skills Basic Process Skills Integrated Process Skills Is It an Experiment or an Investigative Activity?

Elaborate

Analyzing Science Textbooks for Inquiry Activities and Science Process Skills

Evaluate

Can You Change a Directed Inquiry Activity Into a Guided or Full Inquiry?

Summary Annotated Resources References

Chapter 7: Inquiry Lesson Planning: 5E Inquiry Instructional Model

Introduction Engage

What Makes an Effective 5E Inquiry Lesson Plan?

Explore

A Closer Look at the Phases of the 5E Inquiry Instructional Model

Explain

Focus Questions Inquiry as a Way of Teaching Science: 5E Inquiry Instructional Model Phases of the 5E Inquiry Instructional Model

Elaborate

A Lesson Redesign: 5E Inquiry

Evaluate

Evaluating a 5E Inquiry Lesson Plan Managing Science Inquiry Activities

Summary Annotated Resources References

Chapter 8: Assessment and Evaluation: A Guide for Science Instruction

Introduction Engage

What Is Assessment? What Is Evaluation?

Explore

Assessing Student Work

Explain

Focus Questions Assessment or Evaluation: What’s the Difference? Assessment and Its Role in Supporting Education Connecting Assessment and Instruction Assessments for Inquiry Second-Grade Performance Assessment on Sound Alternative Forms of Assessment Fifth-Grade Authentic Performance Assessment Portfolio: Assessment Using Collections of Student Work Journals or Science Notebooks Self-Assessment What’s a Rubric? Advantages of Using Rubrics

Elaborate

Course Evaluation Instrument: Is It Good Enough?

Evaluate

YouTube Media: Make an Assessment Video

Summary Annotated Resources References

PART IV: THE NATURE OF DIVERSITY IN SCIENCE TEACHING AND LEARNING

Chapter 9: Learning Styles and Diverse Learners

Introduction A Brief History of Learning Styles Engage

What’s Your Most Memorable Learning Experience?

Explore

What’s Your Learning Style Preference?

Explain

Focus Questions Styles of Learning Learning Style Inventory Approaches Gardner’s Theory of Multiple Intelligences

Elaborate

Compare and Contrast Your Learning Style to Science Instructional Approaches

Evaluate

Lesson Critique: Learning Modalities and Learning Styles

Summary Annotated Resources References

Chapter 10: Addressing Student Diversity: Science for All

Introduction Engage

My Science, My World

Explore

Each Student Is Unique

Explain

Focus Questions Teaching All Students Science Individuals With Disabilities Education Improvement Act (IDEIA) Adapting Science for Special Needs Learners Gender and Minorities in Science Gender Equity in the Science Classroom Strategies for Teaching Science to Female Students Students Who Are Culturally and Linguistically Diverse Science and English Language Learners

Elaborate

Science in a Foreign Language

Evaluate

Creating a “Science for All” Toolkit

Summary Annotated Resources References

Chapter 11: Interdisciplinary Connections: Science Across the Curriculum

Introduction Engage

What Do You Think About Integrating Curriculum?

Explore

Children’s Literature: A Springboard for Integration

Explain

Focus Questions Thematic Integration: A Common Approach Other Ways of Looking at Curriculum Integration Multidisciplinary: Focus on the Disciplines Interdisciplinary: Focus on Common Skills and Concepts Within the Disciplines Transdisciplinary: Focus on Students’ Interests and Concerns To Integrate or Not to Integrate? That Is the Question

Elaborate

It’s a Teacher’s Life

Evaluate

Where Do You Stand on Curriculum Integration?

Summary Annotated Resources References

Appendix A: How Do I Write an Instructional Objective? Appendix B: Safety in Your Science Classroom Appendix C: Science Inquiry Learning Centers Glossary Index About the Authors

← Prev
Back
Next →

← Prev
Back
Next →