Elementary Science Methods A Constructivist Approach (with InfoTrac)

by Martin, David Jerner

• ISBN13: 9780534556495
• ISBN10: 0534556493
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-07-16
• Publisher: Wadsworth Publishing

Summary

This popular text is the first science methods book to truly practice what it preaches, using a constructivist approach to guide students in learning how to teach in a constructivist manner. The text includes a wealth of open-ended inquiry activities, such as "Constructing Your Ideas," for students to complete in class. These activities help students to construct their own personal conceptualizations about teaching science in the elementary school. This text also features over 170 process-oriented activities for children, including "Constructing Science in the Classroom" and "In the Schools," each keyed to grade levels, and each open-ended, so teachers can encourage children to develop and perform their own investigations. All activities are linked to National Science Education Standards for appropriate content, professional development, assessment, and teaching, and the activities contain suggestions of appropriate accompanying children's literature. Martin's text takes the approach that it is more important for children to learn how to do science than it is for them to learn about science. Children learn how to do science by mastering the scientific processes and applying them in inquiries into scientific questions. Employing the constructivist approach, teachers help children form personally-constructed meanings from their own experience and thought. The text is predicated on the reality that teachers of elementary science do not need to know a great deal of science to be good science teachers, but need to be co-inquirers with their students.

Table of Contents

Preface	xiii
To the Student	xvii
PART 1 Constructing the Elementary Science Program	1	(350)
The Science Education Imperative	3	(33)
How Much Science Does the Elementary Science Teacher Need to Know?	4	(6)
Amount of Science Known Today	5	(1)
Obsolescence of Scientific Knowledge	6	(1)
Changing Scientific Knowledge	7	(1)
How Much Science Does the Elementary Science Teacher Need to Know?	7	(3)
Right and Wrong	10	(6)
Recognizing the Unexpected	11	(2)
Perception	13	(2)
Listening	15	(1)
The Processes of Science	16	(5)
Using the Processes of Science	17	(1)
History of the Process Approach to Science Education	18	(3)
Ownership of Knowledge and Thought	21	(7)
Mystery Box	22	(2)
Ownership	24	(1)
Valuing Children's Thinking	24	(4)
Attitudes About Science and Attitudes About Science Teaching	28	(4)
Teacher Beliefs	28	(4)
Metaphors	32	(1)
Research in Science Education	32	(1)
Conclusion	33	(1)
Additional Questions for Discussion	33	(1)
Notes	33	(1)
References	33	(3)
Science Education Today	36	(24)
The Nature of Science	37	(12)
Characteristics of the Scientific Enterprise	37	(2)
Products of Science	39	(9)
Attitudes Toward Science	48	(1)
Interdisciplinary Nature of Science	49	(1)
Goals of Elementary Science Education	49	(6)
National Science Teachers Association	50	(1)
American Association for the Advancement of Science	51	(1)
National Science Education Standards	51	(2)
Goals 2000: Educate America Act	53	(2)
National Association for the Education of Young Children	55	(1)
What do You Think?	55	(1)
Additional Questions for Discussion	56	(1)
Notes	57	(1)
References	57	(3)
The Processes of Science	60	(108)
Observing	61	(13)
Classifying	74	(12)
Communicating	86	(5)
Measuring	91	(15)
Length	91	(3)
Volume	94	(1)
Weight or Mass	95	(2)
Temperature	97	(1)
Time	98	(2)
Metric Versus Conventional Units	100	(6)
Predicting	106	(6)
Inferring	112	(7)
Interrelationships Among the Basic Process	119	(1)
The Integrated Processes	119	(1)
The Pendulum	120	(6)
Identifying and Controlling Variables	126	(5)
Formulating and Testing Hypotheses	131	(8)
Interpreting Data	139	(9)
Defining Operationally	148	(3)
Experimenting	151	(4)
Constructing Models	155	(7)
The Process-Oriented Objective	162	(1)
Conclusion	163	(1)
Additional Questions for Discussion	163	(1)
Notes	163	(1)
References	164	(4)
Constructivism in Elementary Science Education	168	(37)
Constructivism	170	(8)
Prior Beliefs	172	(1)
Conceptual Change	173	(1)
Cognitive Disequilibration	174	(2)
Validity of Self-Constructed Conceptualizations	176	(2)
Inquiry	178	(2)
Constructivism and Science Learning	178	(2)
Piaget, the Constructivist	180	(16)
Mechanism of Constructing Knowledge	180	(3)
Brain Research and the Construction of Knowledge	183	(1)
Stages of Cognitive Development	183	(13)
Dinosaurs and the Solar System	196	(6)
Conclusion	202	(1)
Additional Questions for Discussion	202	(1)
Notes	202	(1)
References	203	(2)
Inquiry	205	(33)
The Expository-Discovery Continuum	206	(11)
Expository Methodology	207	(1)
Free-Discovery Methodology	208	(3)
Guided-Inquiry Methodology	211	(2)
Process-Oriented Inquiry	213	(1)
Ausubel's Instructional Model	214	(3)
The Expository-Discovery Continuum Revisied	217	(1)
The Guided-Inquiry Lesson Plan	217	(8)
Microteaching	225	(2)
Is Learning Taking Place?	227	(5)
Is Hands-On Minds-On?	227	(1)
Deductive Versus Inductive Teaching Stylels	228	(1)
Who Owns the Knowledge?	229	(3)
A Different Kind of Bloom	232	(3)
Conclusion	235	(1)
Additional Questions for Discussion	236	(1)
Notes	236	(1)
References	236	(2)
Learner Differences	238	(44)
Positions of National Organizations	239	(1)
Some Differences in the Ways Children Learn	239	(1)
Learning Styles	240	(16)
Visual, Auditory, and Tactile/Kinesthetic Learning Modalities	241	(9)
Locus of Control	250	(3)
Field Dependence/Field Independence	253	(2)
Teachers' Learning Styles	255	(1)
Multiple Intelligences	256	(2)
Science Education for Children with Disabilities	258	(4)
Gender Bias	262	(2)
Science Education for Language-Minority Children	264	(3)
Science Education for Gifted and Talented Children	267	(1)
Multicultural Factors	268	(9)
Attitude in Multicultural Education	270	(1)
Multicultural Methodology	270	(2)
Multicultural Curriculum	272	(5)
Conclusion	277	(1)
Additional Questions for Discussion	277	(1)
Notes	277	(1)
References	278	(4)
Assessment	282	(37)
Authentic Assessment	283	(2)
What is Assessed in Elementary Science Education?	285	(13)
Assessment of Process Skills	285	(7)
Assessment of Inquiry	292	(3)
Assessment of Attitude	295	(2)
Assessment of Content	297	(1)
Authentic Assessment Techniques	298	(11)
Interviewing	298	(2)
Journals	300	(1)
Portfolios	301	(6)
Assessment Techniques for Children With Special Needs	307	(2)
Report Cards	309	(2)
High-Stakes Testing and the Standardized Achievement Test	311	(3)
Assessment of the Elementary Science Teacher and Program	314	(1)
Conclusion	315	(1)
Additional Questions for Discussion	316	(1)
Notes	316	(1)
References	317	(2)
The Elementary Science Classroom	319	(32)
Trust	320	(6)
Strategies for Successful Science Activities	326	(1)
Safety in the Elementary Science Classroom	327	(6)
Equipment and Materials	333	(1)
Animals and Plants in the Classroom	334	(1)
Family Involvement	335	(1)
Classroom Organization	336	(3)
Outdoor Classrooms	339	(2)
Cooperative Teaching and Cooperative Learning	341	(1)
Time Management	342	(2)
Classroom Management	344	(3)
Conclusion	347	(1)
Additional Questions for Discussion	347	(1)
Notes	347	(1)
References	348	(3)
PART 2 Beyond the Science Classroom	351	(158)
Reading, Writing, and Interdisciplinary Aspects	353	(45)
Reading, Writing, and Literature	354	(23)
Integrating Children's Literature and Science	356	(12)
Science Textbooks	368	(7)
The Role of Reading and Writing in Elementary Science	375	(2)
Interdisciplinary Aspects	377	(17)
Two Interdisciplinary Models	380	(3)
Science, Technology, and Society	383	(2)
Personal Bias in STS Projects	385	(2)
Science Beyond the Classroom	387	(7)
Conclusion	394	(1)
Additional Questions for Discussion	394	(1)
Notes	394	(1)
References	394	(4)
Technology in Elementary Science Education	398	(33)
Why Use Advanced Technology in Elementary Science Education?	401	(2)
Computers in the Elementary Science Classroom	403	(21)
A Technology Inquiry Continuum	404	(1)
Tutoring Uses of Computers	405	(1)
Interactive Uses of Computers	406	(14)
Experimenting Uses of Computers	420	(2)
Evaluating Computer Software	422	(2)
Sources of Computer Software	424	(1)
Video in the Elementary Science Classroom	424	(1)
Technology for Teachers	425	(1)
Getting Started	426	(1)
Conclusion	427	(1)
Additional Questions for Discussion	428	(1)
Notes	428	(1)
References	429	(2)
Concept Mapping in Elementary Science	431	(16)
Exploring Concept Mapping	432	(7)
Concept Mapping Technique	439	(1)
Uses of Concept Maps in Elementary Science Education	440	(5)
Using Concept Maps for Lesson Planning	440	(2)
Using Concept Maps in Instruction	442	(2)
Using Concept Maps for Assessment	444	(1)
Uses of Concept Maps by Children	444	(1)
Conclusion	445	(1)
Additional Questions for Discussion	445	(1)
References	446	(1)
Basic Concepts and Principles for the Elementary Science Program	447	(42)
Physical Science Principles	448	(18)
Force and Motion	448	(5)
Heat Energy and States of Matter	453	(4)
Sound	457	(2)
Light	459	(2)
Electricity and Magnetism	461	(3)
Nuclear Energy	464	(1)
Matter and Chemical Energy	465	(1)
Life Science Principles	466	(9)
The Nature and Diversity of Life	466	(1)
The Cellular Theory of Life	467	(3)
Structure and Function of Plants	470	(1)
Structure and Function of Animals	471	(1)
Reproduction, Life Cycles, and Heredity	471	(1)
Genetics and Evolution	472	(1)
Ecology	473	(2)
Earth and Space Science Principles	475	(13)
Structure of the Earth	475	(1)
Plate Tectonics	476	(1)
Constructive and Destructive Forces	477	(1)
The Rock Cycle	478	(2)
Weather and the Water Cycle	480	(2)
Oceanography	482	(1)
Historical Geology	483	(2)
The Solar System	485	(2)
The Universe	487	(1)
Space Exploration	488	(1)
References	488	(1)
The Elementary Science Education Professional	489	(20)
Decisions About Methodology	490	(1)
Decisions About Curriculum	491	(4)
The Elementary Science Teacher as Researcher	495	(4)
Professional Organizations	499	(3)
Science Education Organizations	500	(1)
Early Childhood Education Organizations	501	(1)
Professional Workshops and Seminars	502	(1)
Grants	503	(2)
Excellence in Science Teaching	505	(1)
Conclusion	506	(1)
Additional Questions for Discussion	506	(1)
Notes	506	(1)
Web Site Addresses for Professional Science Education Organizations	507	(1)
References	507	(2)
PART 3 Back to the Future	509	(18)
A Model of Teaching by Listening	511	(16)
The Need for a Different Model	513	(1)
A Model of Teaching by Listening	514	(9)
Topic Selection Phase	516	(1)
Plan of Action Phase	517	(2)
Activity Phase	519	(1)
Evaluation Phase	520	(1)
The Next Cycle	520	(3)
Management	523	(1)
Concluding Remarks	523	(2)
Notes	525	(1)
References	525	(2)
Appendix A Activities Cross-Referenced To Basic Scientific Concepts and Principles	527	(3)
Appendix B Listing of Children's Literature	530	(3)
Appendix C Prominent Women in Science	533	(3)
Glossary	536	(5)
Index	541