Science in the Elementary and Middle School

by Sunal, Dennis W.; Sunal, Cynthia Szymanski

• ISBN13: 9780130283429
• ISBN10: 0130283428
• Edition: 1st
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Pearson College Div

Summary

For courses in Elementary and Middle School Science Methods. This exciting new text for science methods has its foundation in the National Science Standards and constructivist teaching. Chapters are built around the learning cycle of exploration, invention, and expansion, and the role of thinking skills in students' meaningful construction of science knowledge. Every chapter begins with Exploring Your Ideas, in which readers bring out their prior knowledge as they consider a problem. Then, the reader is guided through an explanation involving concrete examples and practice opportunities that develop knowledge and skills. Finally, discussion and examples of the topic help readers apply new ideas to classroom situations.

Table of Contents

1. What Is Effective Science Teaching?
2. Students' Conceptions of the World: The Origin of Science Ideas.
3. The Learning Cycle.
4. Science as Inquiry.
5. The Content of Science: Conceptual Learning.
6. The Content of Science: Constructing Generalizations.
7. Teaching Science Meaningfully.
8. Assessing and Evaluating Science Learning.
9. Planning Science Units.
10. Science for All Students.
11. Developing an Effective Classroom Science Program.
12. Starting Points in Teaching Science.
13. Physical Science Starting Points.
14. Biological Science Starting Points.
15. Earth and Space Science Starting Points.
Glossary.
References.
Name Index.
Subject Index.

Excerpts

Science in the Elementary and Middle Schoolviews science literacy as a vital part of the knowledge of all students and adults in the 21st century. Meaningful learning of science content, skills, and values enables students to fully participate in modern society. Drawing upon many years of elementary and middle school teaching experience, higher education, supervising, and research, we have written this textbook to illustrate: (1) strategies for teaching relevant science for full understanding; (2) the use of an inquiry approach that empowers students to more fully comprehend their world; and (3) theory and research supporting best practices in the teaching of science. Our text focuses onmeaningful learning of essential science knowledge that has its foundation in the national science standards.It is built upon recognizing that students construct knowledge in their own minds so that it has meaning for them. The research literature in science education and in constructivism contributed heavily to the approach taken in this book. As we have worked with the research literature, conducted our own research, and developed and taught science lessons, we have used the theories and strategies discussed in this book. Based in the broader areas of inquiry teaching and learning, we find that the learning cycle approach to structuring lessons and units provides teachers and learners with flexibility, assuring the inclusion of the best aspects of the major theories describing how students learn. We have applied the learning cycle of Exploration, Invention, and Expansion in teaching science concepts, generalizations, skills, and dispositions. CHAPTER FEATURES This book is rich in examples and illustrations of how to teach science. Each chapter is organized so that it reflects the nature of inquiry learning through the learning cycle. Exploration Each chapter begins with an Exploration activity that helps the readers recall their prior knowledge and use it to solve a specific science teaching and learning problem.Classroom Scenesfeatures bring readers into the lessons. The chapter sequence also enables readers to test and check their prior ideas. Invention Readers then work with explanations that develop more appropriate and usable ideas related to the teaching and learning area that makes up the focus of the chapter. Each chapter involves an active learning process. Opportunities for reflecting on the reading, checking ideas based on classroom experiences, and interacting with others appear throughout the chapter. These activities help readers reflect on their practice with the new ides. Lesson plans for the range of grade levels, from kindergarten through middle school, move the readers fromClassrooms Scenesand exploratory activities to the planning that results in meaningful science teaching. Lesson plans andClassroom Scenesare found throughout the book. Opportunities for application of and reflection on this book's ideas are found in theApplying What You Knowactivities. Readers will benefit most from these sections if they are used as they are encountered in the book, and if shared with others. Instructors may use these as discussion starters. Expansion The latter parts of each chapter focus on the application and extension of the teaching and learning area that makes up the focus of the chapter. These are accomplished through additional scenarios, sample lesson plans, andApplying What You Knowactivities. ORGANIZATION OF THIS TEXT Chapters 1 through 6 focus on student learning, inquiry teaching, and setting appropriate science goals. Critical elements for teaching science are dealt with in detail in the remaining chapters. Examples of these include assessment through fully involving diverse learners, integrated teaching across subject areas, classroom management, unit development, incorporating t