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Teaching Science for All Children
ISBN: 9780205195855 | 0205195857
Format: HardcoverPublisher: Prentice Hall
Pub. Date: 9/1/1996
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To promote the teaching of the concepts, skills, and attitudes of science in the classroom.
| Preface | p. ix |
| The Exploration: Methods and Best Practices for Effective Science Teaching | p. 1 |
| How Can We Help Learners to Inquire and Construct Scientific Meaning? | p. 3 |
| Introduction | p. 3 |
| Complications, Problems, and Current Directions | p. 4 |
| A Scenario | p. 4 |
| The Importance of Scientific Inquiry | p. 7 |
| Methods That Use Inquiry to Promote Student Concept Formation ... MORE | p. 9 |
| A Scenario | p. 9 |
| Processing the Scenario | p. 10 |
| The 4-E Science Learning Cycle | p. 11 |
| Scientific Method: How Can You Use Principles of Scientific Experimentation While Teaching? | p. 19 |
| The Principles of Scientific Inquiry as a Teaching Method | p. 20 |
| What Research Says: The Science Learning Cycle | p. 22 |
| Limitations and Benefits | p. 23 |
| Suchman's Inquiry: How Can You Get Students to Think and Question? | p. 23 |
| Can Children Learn Science Through Play? | p. 26 |
| Problem-Based Learning | p. 32 |
| How Can You Turn Students' Questions into an Inquiry Teaching Method? | p. 34 |
| Techniques for Promoting Student Cooperation | p. 38 |
| Cooperative Learning in Science | p. 38 |
| Cooperative Inquiry Groups | p. 39 |
| Recommendations for Enhancing Students' Learning of Science | p. 42 |
| Chapter Summary | p. 43 |
| Discussion Questions | p. 44 |
| Build a Portfolio | p. 44 |
| How Can You Use Demonstrations, Direct Instruction, and Textbooks Effectively? | p. 47 |
| Introduction | p. 48 |
| Avoiding Authoritarianism and the Exclusive Use of Textbooks | p. 48 |
| Why Is an Interactive Classroom Important? | p. 49 |
| How Can You Use Teacher Demonstrations to Foster Constructed Learning? | p. 50 |
| Tips for Effective Demonstrations | p. 52 |
| When Should You Use a Demonstration? | p. 54 |
| When Should the Students Do a Demonstration? | p. 54 |
| How Can You Use Exposition Effectively? | p. 55 |
| Problems and Uses | p. 55 |
| Using Deduction | p. 57 |
| Teaching Explicit Material | p. 59 |
| How Can You Use Science Textbooks Effectively? | p. 62 |
| Be Aware of Shortcomings and Differences | p. 62 |
| Enhancing the Textbook | p. 63 |
| What Research Says: How Are Scientists Portrayed in Children's Literature? | p. 65 |
| Changing the Sequence | p. 66 |
| Selecting the Best Textbook | p. 67 |
| Using Trade Books | p. 72 |
| Chapter Summary | p. 73 |
| Discussion Questions | p. 73 |
| Build a Portfolio | p. 74 |
| The Explanation: Modern Science Teaching Benefits from Inquiry-Based, Interactive Approaches to Learning | p. 75 |
| What Is Science? | p. 77 |
| Introduction | p. 78 |
| How Do Children Perceive Science? | p. 79 |
| Science Is... | p. 79 |
| Scientists Are... | p. 81 |
| What Is the Status of Elementary Science? | p. 82 |
| Achievement | p. 83 |
| Science Teaching | p. 83 |
| Goals | p. 84 |
| Time | p. 84 |
| Diversity | p. 84 |
| The Nature of Science | p. 84 |
| Three Parts of Science | p. 89 |
| Science Attitudes | p. 89 |
| Science Process Skills | p. 90 |
| What Research Says: Attitudes and Science Teaching | p. 92 |
| Science Knowledge | p. 97 |
| The Aims of Modern Science Education | p. 101 |
| Chapter Summary | p. 102 |
| Discussion Questions | p. 102 |
| Build a Portfolio | p. 103 |
| How Do Children Learn Science? | p. 105 |
| Introduction | p. 107 |
| What Role Does Brain Development and Processing Play in Learning? | p. 108 |
| Simplified Brain Anatomy | p. 108 |
| Simplified Brain Development and Function | p. 109 |
| Signal Processing | p. 110 |
| Making Connections Makes Learning | p. 111 |
| Where Do Children's Ideas Come From and How Do They Influence Learning? | p. 114 |
| Preconceptions | p. 115 |
| Misconceptions | p. 115 |
| What Do We Know About Children's Ideas? | p. 118 |
| What Do Children Need to Help Them Learn? | p. 119 |
| Thinking | p. 120 |
| Physical Activity | p. 120 |
| Language | p. 120 |
| Socialization | p. 120 |
| Self-Esteem | p. 120 |
| Time | p. 121 |
| What Is the Dominant Perspective About How Children Learn Science? | p. 121 |
| Jessica: A Constructivist Attempt | p. 121 |
| What Research Says: Brain-Based Learning | p. 122 |
| Constructivism | p. 124 |
| Jean Piaget | p. 127 |
| Jessica: The Novelty Wore Off | p. 130 |
| What Techniques and Roles Support Constructivist Learning? | p. 132 |
| A Constructivist Learning and Teaching Model | p. 132 |
| Constructivist Teaching Roles | p. 132 |
| Jessica's Knowledge Construction | p. 135 |
| Chapter Summary | p. 136 |
| Discussion Questions | p. 137 |
| Build a Portfolio | p. 137 |
| How Can You Teach Science for All Children? | p. 139 |
| Introduction | p. 141 |
| Science for All | p. 142 |
| Celebrating Diversity | p. 143 |
| How Can You Help Non-English-Speaking Students? | p. 146 |
| Is Gender Equality a Special Need? | p. 150 |
| Similarities in Learning | p. 155 |
| Science for Exceptional Children | p. 160 |
| Teaching Children Who Have Learning Disabilities | p. 161 |
| Teaching Children Who Have Intellectual Disabilities | p. 166 |
| Teaching Children Who Have Physical Disabilities | p. 167 |
| Teaching Learners Who Are Gifted and Talented | p. 171 |
| What Research Says: Teaching Exceptional Students | p. 174 |
| How Can Parents Meet Children's Special Needs? | p. 176 |
| How Can Parents Help Their Children Study and Prepare for Science? | p. 177 |
| What Are Some Extra Science Activities Parents Can Do to Help Their Children? | p. 177 |
| Chapter Summary | p. 179 |
| Discussion Questions | p. 179 |
| Build a Portfolio | p. 180 |
| What Goals Promote Scientific Literacy? | p. 183 |
| Introduction | p. 185 |
| What Is Scientific Literacy? | p. 186 |
| What Reform Efforts Have Sought to Provide Goals for Scientific Literacy? | p. 189 |
| Project Synthesis | p. 189 |
| Scope, Sequence, and Coordination of Secondary School Science (SSandC) | p. 191 |
| Project 2061 | p. 193 |
| National Science Education Standards | p. 194 |
| Goals Promoting Scientific Literacy | p. 196 |
| Science as Inquiry | p. 201 |
| Science and Technology | p. 205 |
| Science in Personal and Social Perspectives | p. 205 |
| What Research Says: What Are Teachers' Attitudes Toward Reform? | p. 206 |
| History and Nature of Science | p. 206 |
| Chapter Summary | p. 207 |
| Discussion Questions | p. 207 |
| Build a Portfolio | p. 208 |
| The Expansion: Continuing Our Learning, Developing Skills, and Using the Tools of Science | p. 209 |
| How Can You Plan Constructivist Science Lessons and Assess Student Performance? | p. 211 |
| Introduction | p. 213 |
| Concept Mapping | p. 214 |
| Necessary Definitions | p. 214 |
| What Are Concept Maps? | p. 217 |
| Why Should Concept Maps Be Developed? | p. 218 |
| Steps for Developing a Concept Map | p. 221 |
| Planning Constructive Inquiry Science Lessons | p. 224 |
| Selecting Performance Outcomes and Developing Curriculum | p. 224 |
| Developing Objectives | p. 225 |
| Planning the Lesson--4Es | p. 226 |
| How Can You Evaluate Student Learning? | p. 235 |
| Limits and Purposes of Tests | p. 235 |
| Selecting the Tool for the Task | p. 236 |
| What Research Says: Assessment: What to Emphasize? | p. 242 |
| Chapter Summary | p. 257 |
| Discussion Questions | p. 257 |
| Build a Portfolio | p. 261 |
| How Can You Use Questions to Promote Science Inquiry? | p. 263 |
| Introduction | p. 264 |
| Questions on Questions | p. 265 |
| What Kinds of Questions Do Teachers Ask and What Kinds of Answers Do They Require? | p. 265 |
| Why Do Teachers Use Questions? | p. 267 |
| How Do Questions Affect Students? | p. 268 |
| How Are Teacher Questions and Student Answers Related? | p. 270 |
| How Do Teachers Use Questions to Involve All Students? | p. 270 |
| What Is Wait-Time and Why Is It Important? | p. 271 |
| What Types of Questions Are Used Most in Elementary Science Books and Tests? | p. 274 |
| What Research Says: Using Questions in Science Classrooms | p. 276 |
| What Are the Different Types of Questions? | p. 276 |
| What Are the Keys to Effective Questioning? | p. 282 |
| How Can You Improve Your Questioning? | p. 286 |
| Why Use Students' Questions? | p. 288 |
| Why Bother with Students' Questions? | p. 288 |
| How Can You Stimulate Students' Questions? | p. 289 |
| How Can You Use Students' Questions Productively? | p. 294 |
| Chapter Summary | p. 295 |
| Discussion Questions | p. 295 |
| Build a Portfolio | p. 295 |
| How Can You Create a Safe, Efficient, Inquiry-Based Science Classroom? | p. 299 |
| Introduction | p. 302 |
| Documented Need for Science Safety | p. 302 |
| Why All the Concern over Safety? | p. 306 |
| What Are Your Legal Responsibilities? | p. 307 |
| Tort | p. 308 |
| Reasonable and Prudent Judgment | p. 308 |
| Foreseeability | p. 308 |
| Negligence | p. 309 |
| Due Care | p. 309 |
| Federal and State Legislation | p. 315 |
| Safety Equipment | p. 317 |
| Electrical Equipment | p. 318 |
| Heating Equipment | p. 318 |
| Flammable Liquid Storage | p. 318 |
| Loose Clothing and Long Hair | p. 318 |
| Fire Blankets | p. 319 |
| Fire Extinguishers | p. 319 |
| Eyewash and Showers | p. 320 |
| Performing Safety Assessments | p. 321 |
| What Materials Are Necessary for the Activities? | p. 321 |
| Items Purchased Through a Scientific Supplier | p. 322 |
| Items Purchased Locally | p. 326 |
| Items Made from Recycled Materials | p. 326 |
| Live Items | p. 327 |
| Safety/First Aid Kits | p. 328 |
| Storage | p. 328 |
| Central or Classroom Storage Access | p. 328 |
| Storing and Dispensing Materials | p. 332 |
| Room Arrangement | p. 335 |
| Large-Group Science Activities | p. 335 |
| What Research Says: Class Size and Science Achievement | p. 337 |
| Science Learning Centers | p. 337 |
| Bulletin Boards and Other Displays | p. 339 |
| Chapter Summary | p. 343 |
| Discussion Questions | p. 344 |
| Build a Portfolio | p. 344 |
| Science Materials, Programs, and Resources: What Are the Best Practices? | p. 347 |
| Introduction | p. 348 |
| Dominant Beliefs in Science Education | p. 349 |
| Changes over Time: Legacy of the Past | p. 349 |
| Major Elementary Science Program Models: Looking Back for the Source of Wisdom | p. 350 |
| The Alphabet Soup | p. 351 |
| Science--A Process Approach (SAPA) | p. 353 |
| Science Curriculum Improvement Study (SCIS) | p. 360 |
| The Elementary Science Study (ESS) | p. 363 |
| What Works? | p. 369 |
| What Research Says: Emphasis on Excellence | p. 374 |
| Supported Assumptions About Effective Elementary Science Programs | p. 375 |
| The Next Generation of Science Programs | p. 377 |
| Supplemental Resources | p. 382 |
| What Resources Are Available? | p. 384 |
| Human Resources | p. 384 |
| Print Resources | p. 387 |
| Microcomputer Applications | p. 389 |
| Chapter Summary | p. 390 |
| Discussion Questions | p. 390 |
| Build a Portfolio | p. 391 |
| How Can You Use Educational Technology to Enrich Your Classroom? | p. 393 |
| Introduction | p. 396 |
| Why Use Educational Technology? | p. 398 |
| National Technology Standards | p. 399 |
| Levels of Use | p. 400 |
| The Networked Classroom--Removing the Walls | p. 402 |
| How Can Educational Technology Be Applied in the Context of Science Teaching? | p. 405 |
| Chapter Summary | p. 420 |
| Discussion Questions | p. 420 |
| Build a Portfolio | p. 420 |
| Lessons, Activities, and Teaching Materials to Meet the Goals of Elementary and Middle School Science | p. 423 |
| Life Science Activities | p. 424 |
| Plant Parts and Needs (K-4) | p. 425 |
| Osmosis and Capillary Action (5-8) | p. 428 |
| Plant Photosynthesis (5-8) | p. 432 |
| Starch Exploration (5-8) | p. 435 |
| Colors of Wildlife (K-4) | p. 438 |
| Bird Life (K-2) | p. 440 |
| Wildlife and Domesticated Animals (K-4) | p. 444 |
| A Bug's Life? (3-4) | p. 447 |
| Crickets: Basic Needs of an Organism (5-8) | p. 450 |
| Animal Adaptations (5-8) | p. 454 |
| Owl Pellets (5-8) | p. 457 |
| Humans and Trash (K-4) | p. 460 |
| Useful Waste (5-8) | p. 463 |
| Litter in Our Waterways (4-8) | p. 466 |
| Sense of Taste (K-4) | p. 469 |
| Skeleton (1-4) | p. 472 |
| Temperature Receptors on Skin (3-6) | p. 477 |
| Building Microscope Skills (5-8) | p. 480 |
| Sex-Linked Genes (5-6) | p. 483 |
| Passing of Traits (7-8) | p. 487 |
| Physical Science Lessons | p. 490 |
| Sound Versus Noise (K-4) | p. 491 |
| Sounds Are Different (2-4) | p. 493 |
| Vibrations Causing Sound (2-4) | p. 496 |
| Loudness and Pitch (2-4) | p. 499 |
| Sound Movement as Waves (2-4) | p. 503 |
| Sound Waves (4-6) | p. 506 |
| Sound Production (5-8) | p. 510 |
| Characteristics of Matter (3-4) | p. 514 |
| Physical Properties of Matter (K-6) | p. 520 |
| Changing Matter (5-8) | p. 525 |
| Identification of an Unknown (5-8) | p. 529 |
| Using the Scientific Method to Solve Problems (5-8) | p. 535 |
| Heat Energy (1-4) | p. 539 |
| Structure Strength (2-6) | p. 541 |
| Mirrors and Reflection (2-6) | p. 545 |
| The Slinky Potential (7-8) | p. 547 |
| Toys in Space (4-8) | p. 551 |
| Simple Machines: The Lever (4-8) | p. 554 |
| Earth and Space Science Activities | p. 559 |
| The Solar System and the Universe (K-2) | p. 560 |
| The Expanding Universe (3-8) | p. 563 |
| Constellations (4-8) | p. 567 |
| Earth Layers (K-4) | p. 570 |
| Fossils (2-6) | p. 573 |
| Soil Formation (3-6) | p. 577 |
| Rock Types (5-8) | p. 581 |
| Cooling Crystals (5-8) | p. 584 |
| Weathering (5-8) | p. 587 |
| Crustal Plate Movement (5-8) | p. 591 |
| Aging Human/Aging Earth (7-8) | p. 594 |
| Rain Formation (K-4) | p. 599 |
| Dew Formation (2-4) | p. 602 |
| Radiant Energy (2-4) | p. 605 |
| Weather Forecasting (4-8) | p. 607 |
| Air Mass Movement (5-8) | p. 612 |
| Air Pressure (5-8) | p. 617 |
| Solar Heating (5-8) | p. 622 |
| Air Movement and Surface Temperature (5-8) | p. 625 |
| Uneven Heating of the Earth (5-8) | p. 630 |
| National Science Education Standards: Contents Standards for K-4 and 5-8 | p. 637 |
| References | p. 642 |
| Index | p. 650 |
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