Rent 9780205325337 | Teaching Science for All Children | Martin, Ralph; Sexton, Colleen; Gerlovich, Jack @knetbooks.com

Summary Table of Contents

The Third Edition continues its emphasis on best practices, constructivism, and learning science through inquiry.The authors have taken their popular 4E Learning Cycle teaching method from Part III in the second edition and applied it throughout this edition. The chapters are now organized around these four key areas of the learning cycle: Exploration, Explanation, Expansion, and Evaluation. Continuing to integrate the National Science Education Standards throughout, the authors provide ways for future teachers to foster an awareness among their students of the nature of science; implement skills in the classroom using science inquiry processes; and develop in their students an understanding of the interactions among science, technology, and society.

Preface

PART I The Exploration: Methods and Best Practices for Effective Science Teaching

(74)

How Can We Help Learners to Inquire and Construct Scientific Meaning?

(44)

... MORE

Introduction

(1)

Complications, Problems, and Current Directions

(5)

A Scenario

(3)

The Importance of Scientific Inquiry

(2)

Methods That Use Inquiry to Promote Student Concept Formation and Discovery

(29)

A Scenario

(1)

Processing the Scenario

(1)

The 4-E Science Learning Cycle

(8)

Scientific Method: How Can You Use Principles of Scientific Experimentation While Teaching?

(1)

The Principles of Scientific Inquiry as a Teaching Method

(2)

What Research Says: The Science Learning Cycle

(1)

Limitations and Benefits

(1)

Suchman's Inquiry: How Can You Get Students to Think and Question?

(3)

Can Children Learn Science Through Play?

(6)

Problem-Based Learning

(2)

How Can You Turn Students' Questions into an Inquiry Teaching Method?

(4)

Techniques for Promoting Student Cooperation

(4)

Cooperative Learning in Science

(1)

Cooperative Inquiry Groups

(3)

Recommendations for Enhancing Students' Learning of Science

(1)

Chapter Summary

(1)

Discussion Questions

(1)

Build a Portfolio

(3)

How Can You Use Demonstrations, Direct Instruction, and Textbooks Effectively?

(28)

Introduction

(2)

Avoiding Authoritarianism and the Exclusive Use of Textbooks

(1)

Why Is an Interactive Classroom Important?

(1)

How Can You Use Teacher Demonstrations to Foster Constructed Learning?

(5)

Tips for Effective Demonstrations

(2)

When Should You Use a Demonstration?

(1)

When Should the Students Do a Demonstration?

(1)

How Can You Use Exposition Effectively?

(7)

Problems and Uses

(2)

Using Deduction

(2)

Teaching Explicit Material

(3)

How Can You Use Science Textbooks Effectively?

(11)

Be Aware of Shortcomings and Differences

(1)

Enhancing the Textbook

(2)

What Research Says: How Are Scientists Portrayed in Children's Literature?

(1)

Changing the Sequence

(1)

Selecting the Best Textbook

(5)

Using Trade Books

(1)

Chapter Summary

(1)

Discussion Questions

(1)

Build a Portfolio

(1)

PART II The Explanation: Modern Science Teaching Benefits from Inquiry-Based, Interactive Approaches to Learning

(134)

What Is Science?

(28)

Introduction

(1)

How Do Children Perceive Science?

(3)

Science Is...

(2)

Scientists Are...

(1)

What Is the Status of Elementary Science?

(2)

Achievement

(1)

Science Teaching

(1)

Goals

(1)

Time

(1)

Diversity

(1)

The Nature of Science

(5)

Three Parts of Science

(12)

Science Attitudes

(1)

Science Process Skills

(2)

What Research Says: Attitudes and Science Teaching

(5)

Science Knowledge

(4)

The Aims of Modern Science Education

101

(1)

Chapter Summary

102

(1)

Discussion Questions

102

(1)

Build a Portfolio

103

(2)

How Do Children Learn Science?

105

(34)

Introduction

107

(1)

What Role Does Brain Development and Processing Play in Learning?

108

(6)

Simplified Brain Anatomy

108

(1)

Simplified Brain Development and Function

109

(1)

Signal Processing

110

(1)

Making Connections Makes Learning

111

(3)

Where Do Children's Ideas Come From and How Do They Influence Learning?

114

(5)

Preconceptions

115

(1)

Misconceptions

115

(3)

What Do We Know About Children's Ideas?

118

(1)

What Do Children Need to Help Them Learn?

119

(2)

Thinking

120

(1)

Physical Activity

120

(1)

Language

120

(1)

Socialization

120

(1)

Self Esteem

120

(1)

Time

121

(1)

What Is the Dominant Perspective About How Children Learn Science?

121

(11)

Jessica: A Constructivist Attempt

121

(1)

What Research Says: Brain-Based Learning

122

(2)

Constructivism

124

(3)

Jean Piaget

127

(3)

Jessica: The Novelty Wore Off

130

(2)

What Techniques and Roles Support Constructivist Learning?

132

(4)

A Constructivist Learning and Teaching Model

132

(1)

Constructivist Teaching Roles

132

(3)

Jessica's Knowledge Construction

135

(1)

Chapter Summary

136

(1)

Discussion Questions

137

(1)

Build a Portfolio

137

(2)

How Can You Teach Science for All Children?

139

(44)

Introduction

141

(1)

Science for All

142

(18)

Celebrating Diversity

143

(3)

How Can You Help Non-English-Speaking Students?

146

(4)

Is Gender Equality a Special Need?

150

(5)

Similarities in Learning

155

(5)

Science for Exceptional Children

160

(16)

Teaching Children Who Have Learning Disabilities

161

(5)

Teaching Children Who Have Intellectual Disabilities

166

(1)

Teaching Children Who Have Physical Disabilities

167

(4)

Teaching Learners Who Are Gifted and Talented

171

(3)

What Research Says: Teaching Exceptional Students

174

(2)

How Can Parents Meet Children's Special Needs?

176

(3)

How Can Parents Help Their Children Study and Prepare for Science?

177

(1)

What Are Some Extra Science Activities Parents Can Do to Help Their Children?

177

(2)

Chapter Summary

179

(1)

Discussion Questions

179

(1)

Build a Portfolio

180

(3)

What Goals Promote Scientific Literacy?

183

(26)

Introduction

185

(1)

What Is Scientific Literacy?

186

(3)

What Reform Efforts Have Sought to Provide Goals for Scientific Literacy?

189

(7)

Project Synthesis

189

(2)

Scope, Sequence, and Coordination of Secondary School Science (SS&C)

191

(2)

Project 2061

193

(1)

National Science Education Standards

194

(2)

Goals Promoting Scientific Literacy

196

(11)

Science as Inquiry

201

(4)

Science and Technology

205

(1)

Science in Personal and Social Perspectives

205

(1)

What Research Says: What Are Teachers' Attitudes Toward Reform?

206

(1)

History and Nature of Science

206

(1)

Chapter Summary

207

(1)

Discussion Questions

207

(1)

Build a Portfolio

208

(1)

PART III The Expansion: Continuing Our Learning, Developing Skills and Using the Tools of Science

209

(214)

How Can You Plan Constructivist Science Lessons and Assess Student Performance?

211

(52)

Introduction

213

(1)

Concept Mapping

214

(10)

Necessary Definitions

214

(3)

What Are Concept Maps?

217

(1)

Why Should Concept Maps Be Developed?

218

(3)

Steps for Developing a Concept Map

221

(3)

Planning Constructive Inquiry Science Lessons

224

(11)

Selecting Performance Outcomes and Developing Curriculum

224

(1)

Developing Objectives

225

(1)

Planning the Lesson--4Es

226

(9)

How Can You Evaluate Student Learning?

235

(22)

Limits and Purposes of Tests

235

(1)

Selecting the Tool for the Task

236

(6)

What Research Says: Assessment: What to Emphasize?

242

(15)

Chapter Summary

257

(1)

Discussion Questions

257

(4)

Build a Portfolio

261

(2)

How Can You Use Questions to Promote Science Inquiry?

263

(36)

Introduction

264

(1)

Questions on Questions

265

(11)

What Kinds of Questions Do Teachers Ask and What Kinds of Answers Do They Require?

265

(2)

Why Do Teachers Use Questions?

267

(1)

How Do Questions Affect Students?

268

(2)

How Are Teacher Questions and Student Answers Related?

270

(1)

How Do Teachers Use Questions to Involve All Students?

270

(1)

What Is Wait-Time and Why Is It Important?

271

(3)

What Types of Questions Are Used Most in Elementary Science Books and Tests?

274

(2)

What Research Says: Using Questions in Science Classrooms

276

(1)

What Are the Different Types of Questions?

276

(6)

What Are the Keys to Effective Questioning?

282

(4)

How Can You Improve Your Questioning?

286

(2)

Why Use Students' Questions?

288

(7)

Why Bother with Students' Questions?

288

(1)

How Can You Stimulate Students' Questions?

289

(5)

How Can You Use Students' Questions Productively?

294

(1)

Chapter Summary

295

(1)

Discussion Questions

295

(1)

Build a Portfolio

295

(4)

How Can You Create a Safe, Efficient, Inquiry-Based Science Classroom?

299

(48)

Introduction

302

(1)

Documented Need for Science Safety

302

(4)

Why All the Concern over Safety?

306

(1)

What Are Your Legal Responsibilities?

307

(10)

Tort

308

(1)

Reasonable and Prudent Judgment

308

(1)

Foreseeability

308

(1)

Negligence

309

(1)

Due Care

309

(6)

Federal and State Legislation

315

(2)

Safety Equipment

317

(4)

Electrical Equipment

318

(1)

Heating Equipment

318

(1)

Flammable Liquid Storage

318

(1)

Loose Clothing and Long Hair

318

(1)

Fire Blankets

319

(1)

Fire Extinguishers

319

(1)

Eyewash and Showers

320

(1)

Performing Safety Assessments

321

(1)

What Materials Are Necessary for the Activities?

321

(7)

Items Purchased Through a Scientific Supplier

322

(4)

Items Purchased Locally

326

(1)

Items Made from Recycled Materials

326

(1)

Live Items

327

(1)

Safety/First Aid Kits

328

(1)

Storage

328

(7)

Central or Classroom Storage Access

328

(4)

Storing and Dispensing Materials

332

(3)

Room Arrangement

335

(8)

Large-Group Science Activities

335

(2)

What Research Says: Class Size and Science Achievement

337

(1)

Science Learning Centers

337

(2)

Bulletin Boards and Other Displays

339

(4)

Chapter Summary

343

(1)

Discussion Questions

344

(1)

Build a Portfolio

344

(3)

Science Materials, Programs, and Resources: What Are the Best Practices?

347

(46)

Introduction

348

(1)

Dominant Beliefs in Science Education

349

(1)

Changes over Time: Legacy of the Past

349

(1)

Major Elementary Science Program Models: Looking Back for the Source of Wisdom

350

(19)

The Alphabet Soup

351

(2)

Science--A Process Approach (SAPA)

353

(7)

Science Curriculum Improvement Study (SCIS)

360

(3)

The Elementary Science Study (ESS)

363

(6)

What Works?

369

(8)

What Research Says: Emphasis on Excellence

374

(1)

Supported Assumptions About Effective Elementary Science Programs

375

(2)

The Next Generation of Science Programs

377

(5)

Supplemental Resources

382

(2)

What Resources Are Available?

384

(6)

Human Resources

384

(3)

Print Resources

387

(2)

Microcomputer Applications

389

(1)

Chapter Summary

390

(1)

Discussion Questions

390

(1)

Build a Portfolio

391

(2)

How Can You Use Educational Technology to Enrich Your Classroom?

393

(30)

Introduction

396

(2)

Why Use Educational Technology?

398

(7)

National Technology Standards

399

(1)

Levels of Use

400

(2)

The Networked Classroom--Removing the Walls

402

(3)

How Can Educational Technology Be Applied in the Context of Science Teaching?

405

(15)

Chapter Summary

420

(1)

Discussion Questions

420

(1)

Build a Portfolio

420

(3)

PART IV Lessons, Activities, and Teaching Materials to Meet the Goals of Elementary and Middle School Science

423

(214)

Life Science Activities

424

(66)

Plant Parts and Needs (K-4)

425

(3)

Osmosis and Capillary Action (5-8)

428

(4)

Plant Photosynthesis (5-8)

432

(3)

Starch Exploration (5-8)

435

(3)

Colors of Wildlife (K-4)

438

(2)

Bird Life (K-2)

440

(4)

Wildlife and Domesticated Animals (K-4)

444

(3)

A Bug's Life? (3-4)

447

(3)

Crickets: Basic Needs of an Organism (5-8)

450

(4)

Animal Adaptations (5-8)

454

(3)

Owl Pellets (5-8)

457

(3)

Humans and Trash (K-4)

460

(3)

Useful Waste (5-8)

463

(3)

Litter in Our Waterways (4-8)

466

(3)

Sense of Taste (K-4)

469

(3)

Skeleton (1-4)

472

(5)

Temperature Receptors on Skin (3-6)

477

(3)

Building Microscope Skills (5-8)

480

(3)

Sex-Linked Genes (5-6)

483

(4)

Passing of Traits (7-8)

487

(3)

Physical Science Lessons

490

(69)

Sound Versus Noise (K-4)

491

(2)

Sounds Are Different (2-4)

493

(3)

Vibrations Causing Sound (2-4)

496

(3)

Loudness and Pitch (2-4)

499

(4)

Sound Movement as Waves (2-4)

503

(3)

Sound Waves (4-6)

506

(4)

Sound Production (5-8)

510

(4)

Characteristics of Matter (3-4)

514

(6)

Physical Properties of Matter (K-6)

520

(5)

Changing Matter (5-8)

525

(4)

Identification of an Unknown (5-8)

529

(6)

Using the Scientific Method to Solve Problems (5-8)

535

(4)

Heat Energy (1-4)

539

(2)

Structure Strength (2-6)

541

(4)

Mirrors and Reflection (2-6)

545

(2)

The Slinky Potential (7-8)

547

(4)

Toys in Space (4-8)

551

(3)

Simple Machines: The Lever (4-8)

554

(5)

Earth and Space Science Activities

559

(78)

The Solar System and the Universe (K-2)

560

(3)

The Expanding Universe (3-8)

563

(4)

Constellations (4-8)

567

(3)

Earth Layers (K-4)

570

(3)

Fossils (2-6)

573

(4)

Soil Formation (3-6)

577

(4)

Rock Types (5-8)

581

(3)

Cooling Crystals (5-8)

584

(3)

Weathering (5-8)

587

(4)

Crystal Plate Movement (5-8)

591

(3)

Aging Human/Aging Earth (7-8)

594

(5)

Rain Formation (K-4)

599

(3)

Dew Formation (2-4)

602

(3)

Radiant Energy (2-4)

605

(2)

Weather Forecasting (4-8)

607

(5)

Air Mass Movement (5-8)

612

(5)

Air Pressure (5-8)

617

(5)

Solar Heating (5-8)

622

(3)

Air Movement and Surface Temperature (5-8)

625

(5)

Uneven Heating of the Earth (5-8)

630

(7)

Appendix A: National Science Education Standards: Contents Standards for K--4 and 5--8

637

(5)

References

642

(8)

Index

650

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