Teaching Secondary School Science : Strategies for Developing Scientific Literacy,9780139773723

Teaching Secondary School Science : Strategies for Developing Scientific Literacy

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Edition: 7th
ISBN13: 9780139773723
ISBN10: 013977372X
Format: Paperback
Pub. Date: 1999-08-01
Publisher(s): Prentice Hall
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Summary

For graduate and undergraduate courses in Methods of Teaching Secondary School Science, Trends in Science Education, Curriculum Development in Secondary Schools and Middle School Science Methods. This market-leading text has been updated to reflect the latest in learning theory, science reform, and professional development. With their extensive teaching experience, the authors convey principles and practices of secondary school science teaching through practical examples of successful teaching strategies.

Table of Contents

UNIT 1 INTRODUCTION 1(42)
Chapter 1 Becoming a Science Teacher
3(19)
Am I Qualified to Teach Science?
3(4)
What Is Science Teaching Really Like?
7(2)
Guest Editorial
9(4)
How Can You Become an Effective Science Teacher?
13(1)
Becoming a Science Teacher: Some Closing Reflections
13(1)
Summary
14(1)
References
14(1)
Investigating Science Teaching
15(7)
Chapter 2 Beginning Your Instructional Theory
22(21)
Why Develop an Instructional Theory?
22(1)
What Are the Foundations of an Instructional Theory?
22(1)
Guest Editorial
23(1)
Characteristics of an Instructional Theory
23(1)
Purpose, Goals, and Objectives
24(1)
Learning and Teaching
25(1)
Effective Relationships with Students
26(1)
Effective Instruction
26(1)
Instructional Decisions
27(2)
Research on Effective Teaching
29(1)
Some Methods to Consider in Forming Your Instructional Theory
29(5)
A Final Note
34(1)
Summary
34(1)
Guest Editorial
35(1)
References
36(2)
Investigating Science Teaching
38(5)
UNIT 2 HISTORICAL PERSPECTIVES AND CONTEMPORARY TRENDS 43(34)
Chapter 3 Historical Perspectives on Science Education
44(17)
The First Two Centuries of Science Teaching
44(3)
The Golden Age: Science Curriculum: 1958-1988
47(5)
Common Elements of Golden Age Courses
52(1)
An Era of Educational Reform: Science Education in Secondary Schools: 1980-?
52(1)
Reviewing the Goals of Science Education
53(5)
Summary
58(1)
References
58(3)
Chapter 4 National Standards and Scientific Literacy
61(16)
Background on National Standards
61(1)
National Science Education Standards: An Overview
62(5)
National Standards, Social Commitments, and Scientific Literacy
67(1)
Developing Scientific Literacy
67(7)
Summary
74(1)
References
74(3)
UNIT 3 GOALS AND OBJECTIVES 77(28)
Chapter 5 The Goals of Science Teaching
79(12)
Basic Goals of Science Education
79(1)
Science Education Goals and Programs: Prelude to Reform
80(1)
An Overview of Goals for Science Education
80(2)
Science Education Goals for the Twenty-First Century: National Standards and Benchmarks
82(3)
Summary
85(1)
References
85(2)
Investigating Science Teaching
87(4)
Chapter 6 The Objectives of Science Teaching
91(14)
New Thrust in Teaching Objectives
91(1)
Objectives for Constructivist Teaching
92(1)
Selecting Objectives for Science Teaching
92(1)
Types of Objectives for Science Teaching
93(1)
Domains of Objectives for Science Teaching
93(2)
Guest Editorial
95(5)
Preparing Objectives for Science Teaching
100(2)
Summary
102(1)
References
103(1)
Investigating Science Teaching
104(1)
UNIT 4 CURRICULUM PERSPECTIVES 105(68)
Chapter 7 Designing School Science Curriculum
107(19)
A Background on Curriculum Reform
107(3)
Frameworks for Science Curriculum
110(4)
Some Considerations in the Design of School Science Curricula
114(1)
Designing Your Science Curriculum
115(5)
Summary
120(3)
References
123(1)
Investigating Science Teaching
124(2)
Chapter 8 The Middle School Science Curriculum
126(13)
Science Curriculum in Middle Schools
126(11)
Summary
137(1)
References
137(1)
Evaluating Middle School Science Programs
138(1)
Chapter 9 The High School Science Curriculum
139(20)
Science Curricula for the High School
139(17)
Summary
156(1)
References
156(1)
Evaluating High School Science Programs
157(2)
Chapter 10 Science and Other Disciplines: Interdisciplinary Approaches to Curriculum
159(14)
History of Science and Technology in Science Classes
160(1)
Science and Mathematics
160(1)
Guest Editorial
161(2)
Mathematics and Its Connections with Science Disciplines
163(2)
An Integrated Approach to Middle School Science and Technology
165(3)
An Integrated Approach to High School Science and Technology
168(2)
Summary
170(1)
References
170(3)
UNIT 5 INSTRUCTIONAL STRATEGIES 173(112)
Chapter 11 Inquiry and Conceptual Change
175(8)
Inquiry
175(4)
Conceptual Change
179(2)
Fostering Conceptual Change through Inquiry
181(1)
Summary
182(1)
References
182(1)
Chapter 12 Questioning and Discussion
183(22)
The Nature of Inquiry Teaching
183(1)
Types of Questions
184(1)
Processes of Science and Questions
185(2)
Questioning Procedures
187(1)
Some Precautions in Questioning
187(1)
Using Questioning in a Competitive Learning Strategy
188(1)
Research on Questioning in the Classroom
189(1)
Discussion as a Means of Inquiry
190(2)
General Rules for Leading a Large-Group Discussion
192(1)
Special Discussion Techniques
193(3)
Other Techniques to Motivate Discussion
196(1)
Discussion as a Technique of Review
197(1)
Summary
198(1)
References
198(2)
Investigating Science Teaching
200(5)
Chapter 13 Investigation and Problem Solving
205(10)
Development of Inquiry Teaching in the Schools
205(1)
Defining Inquiry
206(1)
Discovery and Inquiry Strategies Distinguished
206(1)
Advantages of Discovery and Inquiry Teaching
207(2)
Guided versus Free Inquiry
209(1)
Conditions for Inquiry Teaching
210(1)
Research Findings about Using Investigative Teaching Approaches
211(2)
Summary
213(1)
References
214(1)
Chapter 14 Demonstration and Laboratory Work
215(17)
Inquiry through Demonstration
215(6)
Inquiry through Laboratory Work
221(8)
Safety Precautions in the Laboratory
229(1)
Safety and the Law
230(1)
Summary
230(1)
References
231(1)
Chapter 15 Models for Effective Science Teaching
232(20)
Using Textbooks Effectively
233(2)
Designing Your Instructional Sequence
235(3)
Guest Editorial
238(2)
The Madeline Hunter Model
240(1)
The 4MAT System
241(2)
The 5E Instructional Model: An Introduction
243(4)
Summary
247(2)
References
249(2)
Engaging in Action Research
251(1)
Chapter 16 Planning for Effective Science Teaching
252(22)
Developing Scientific Literacy in the Classroom
252(1)
Planning a Unit or Course of Study
253(1)
Some Elements and Strategies of Effective Science Teaching
254(2)
Designing Programs, Units, and Lessons
256(1)
The Long-Range Plan: A Science Program
256(1)
The Middle-Range Plan: A Science Unit
257(1)
Checklist of Requirements for the Science Unit
258(2)
The Resource Unit
260(1)
The Short-Range Plan: The Science Lesson
260(5)
Summary
265(1)
References
266(1)
Investigating Science Teaching
267(7)
Chapter 17 Controversy in the Classroom
274(11)
Ethics in the Science Classroom
274(1)
Ethical Analysis in the Science Classroom
275(1)
Science, Technology, Society (STS) and Conflict Resolution
276(1)
Ethical Development of Students
277(1)
Designing Controversies for the Science Classroom
278(1)
Other Strategies for Teaching about Controversial Issues
278(2)
Summary
280(1)
References
281(1)
Engaging in Action Research
282(3)
UNIT 6 ASSESSMENT 285(32)
Chapter 18 Assessing Student Learning
287(19)
Assessment Standards
287(1)
Orientation of Instruction and Evaluation Toward Success
288(1)
The Nature of Evaluation
288(1)
The Use of Objectives in Evaluation
289(2)
Effects of Testing on Learning
291(2)
Evaluating Learning on Science, Technology, and Society
293(1)
Quantitative Terms in Tests
294(1)
Using Graphs in Testing
295(2)
General Considerations in Test Construction
297(2)
Evaluation and the Learning Cycle
299(1)
Evaluation of Laboratory Work
299(2)
Evaluation of Mastery Learning
301(1)
Using Science Tests with Different Culture Groups
302(1)
General Guidelines for Using Tests
303(1)
Alternatives to Traditional Grading
303(1)
Summary
304(1)
References
305(1)
Chapter 19 New Models for Assessment
306(11)
Alternative Models for Assessment
306(1)
Performance-Based Assessment
306(2)
Validity of Performance-Assessment Measures
308(1)
Concept Mapping
308(1)
Creative Assessment
308(1)
Journals and Oral Interviews
308(1)
Portfolios
308(1)
Practical Assessment
309(1)
Problem Tests
309(1)
Diagrams or Picture Types of Tests
309(1)
Self-Evaluation
309(1)
Summary
310(1)
References
311(1)
Investigating Science Teaching
312(5)
UNIT 7 UNDERSTANDING AND WORKING WITH STUDENTS 317(60)
Chapter 20 The Psychological Basis for Effective Science Teaching
319(18)
Learner-Centered Psychological Principles
319(3)
Implications for Science Teaching
322(1)
Summary
323(1)
References
323(3)
Engaging in Action Research
326(11)
Chapter 21 Individual Differences in Science Classrooms
337(13)
Exceptional Students in Education: A Rationale
337(1)
Exceptional Students in Science Programs: The Law
337(2)
Exceptional Students in Science Class: Some Guidelines
339(3)
Gifted and Talented Students in Science Class: Perspective and Resources
342(1)
Teaching Science for Individual Differences
343(1)
Guest Editorial
344(2)
Honors Classes, Special Seminars, and Second-Level Courses
346(1)
Teaching Science for Individual Difference; Advantages and Disadvantages
347(1)
Summary
348(1)
References
349(1)
Chapter 22 Teaching Science for Cultural and Gender Differences
350(9)
What Is a Multicultural Environment?
350(2)
Gender Matters Too
352(1)
Teachers Can Make a Difference
352(1)
Girls and Science
353(1)
What Are the Implications for Curriculum and Instruction?
353(2)
Summary
355(1)
References
355(4)
Chapter 23 Classroom Management and Conflict Resolution
359(18)
Classroom Conflicts
359(1)
Guest Editorial
360(2)
Causes of Conflicts
362(3)
Discipline Problems and the Science Classroom
365(1)
Conflict Resolution and Regulation
365(1)
Some Recommendations for Science Teachers
366(3)
Summary
369(1)
References
369(1)
Engaging in Action Research
370(7)
UNIT 8 TEACHER RESOURCES 377(38)
Chapter 24 Incorporating Educational Technology into the Science Classroom
379(12)
Computers As Technology
379(1)
Computers and Learning
380(1)
Learning About Computers
381(1)
Learning With and Through Computers
381(1)
Computer-Assisted Instruction
381(1)
Conceptually Enhanced Computer Simulations
382(1)
Microcomputer-Based Laboratories
383(1)
Multimedia Presentations
384(2)
Network Projects
386(1)
Continuing Technological Education for Science Teachers
387(1)
Summary
388(1)
References
388(2)
Investigating Science Teaching
390(1)
Chapter 25 Materials for Science Teaching
391(24)
Using Science-Learning Materials
391(1)
Use of Textbooks
392(2)
Audiovisual Materials
394(4)
Supplementary Teaching Aids
398(1)
The Role of the Science Staff in Planning Facilities
398(1)
Influences on Science Facilities
399(1)
Guest Editorial
400(5)
Guidelines for Planning a Science Complex
405(2)
Science Facilities and Students with Disabilities
407(1)
Summary
407(1)
References
408(1)
Investigating Science Teaching
409(6)
UNIT 9 PROFESSIONAL DEVELOPMENT 415(37)
Chapter 26 Student Teaching and Professional Growth
417(18)
Why Student Teach?
417(3)
Being a Student Teacher
420(2)
Guest Editorial
422(2)
Professional Development Standards
424(1)
Licensure Options
424(1)
Securing a Teaching Position
425(2)
Science-Teaching Standards
427(1)
Characteristics of a Good Science Teacher
428(1)
Research on Science Teacher Characteristics
429(1)
Opportunities for Professional Growth
430(2)
Self-Inventory for Science Teachers
432(1)
Evaluation of Teachers
432(1)
Summary
432(1)
References
433(1)
Investigating Science Teaching
434(1)
Chapter 27 Being a Science Teacher
435(17)
Making the Transition to a Practicing Teacher
435(2)
Personal Fulfillment
437(2)
Professional Challenges
439(2)
Decision Making
441(1)
Guest Editorial
442(1)
Becoming a Better Science Teacher
443(2)
Being a Person, Educator, and Science Teacher
445(1)
Summary
446(1)
References
447(1)
Investigating Science Teaching
448(4)
Appendix A Interesting Web Sites for Science Educators 452(2)
Appendix B Teaching Science Activities 454(44)
Appendix C Daily Lesson Plans 498(9)
Index 507

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