CART

(0) items

Science Instruction in the Middle and Secondary Schools,9780130197344
This item qualifies for
FREE SHIPPING!
FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Science Instruction in the Middle and Secondary Schools

by ;
Edition:
5th
ISBN13:

9780130197344

ISBN10:
0130197343
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Prentice Hall

Related Products


  • Science Instruction in the Middle and Secondary Schools : Developing Fundamental Knowledge and Skills
    Science Instruction in the Middle and Secondary Schools : Developing Fundamental Knowledge and Skills
  • Science Instruction in the Middle and Secondary Schools : Developing Fundamental Knowledge and Skills for Teaching
    Science Instruction in the Middle and Secondary Schools : Developing Fundamental Knowledge and Skills for Teaching
  • Science Instruction in the Middle and Secondary Schools Developing Fundamental Knowledge and Skills, Loose-Leaf Version with Pearson eText -- Access Card Package
    Science Instruction in the Middle and Secondary Schools Developing Fundamental Knowledge and Skills, Loose-Leaf Version with Pearson eText -- Access Card Package





Summary

Designed to prepare middle and high school science teachers to help students become scientifically and technologically literate by first helping them understand the National Science Standards and other elements of science reform and then supporting their efforts. Topics include: The Nature of Science; History of Science Education, National Standards, and Innovative Programs; The Nature of Diverse Adolescent Learners and Their Schools; Learning in Middle Grades and Secondary Schools; Inquiry and Teaching Science; Lecture, Discussion, and Demonstration; Science, Technology, and Society; Laboratory and Field Work; Safety in the Laboratory and Classroom; Computers and Electronic Technology; Managing the Learning Environment; Planning and Teaching Science Lessons; Planning a Science Unit; Assessing Learning Outcomes; Growing Professionally and Evaluating Teaching.

Table of Contents

Part One Background for Teaching Science
The Nature of Science
2(16)
Objectives
3(1)
What Is Science?
4(1)
The Nature of Science and National Standards
5(2)
Themes of Science and Science Literacy
7(8)
Science as a Way of Thinking
7(1)
Beliefs
7(1)
Curiosity
8(1)
Imagination
8(1)
Reasoning
8(1)
Cause-and-effect Relationships
9(1)
Self-examination and Skepticism
9(1)
Objectivity and Open-mindedness
10(1)
Science as a Way of Investigating
10(1)
Hypothesis
11(1)
Observation
11(1)
Experimentation
11(1)
Mathematics
12(1)
Science as a Body of Knowledge
13(1)
Facts
13(1)
Concepts
13(1)
Principles and Laws
14(1)
Theories
14(1)
Models
14(1)
Science and Its Interactions with Technology and Society
15(1)
Technology
15(1)
Society
15(1)
Assessing and Reviewing
15(1)
Resources to Examine
16(2)
History of Science Education, National Standards, and Innovative Programs
18(20)
Objectives
19(1)
Introduction
20(1)
A Brief History of Science Education
20(10)
The Period Between 1800 and 1910
20(1)
The Period Between 1910 and 1955
21(1)
The Period Between 1955 and 1970
22(1)
The Period Between 1970 and 1980
22(1)
The Period Between 1980 and 1990
23(1)
The Period Between 1990 and 2000
23(1)
Project 2061
24(1)
National Science Education Standards
25(3)
Scope, Sequence, and Coordination
28(1)
Third International Mathematics and Science Study
28(2)
Innovative Instructional Materials
30(5)
The Middle School Level
30(1)
Great Explorations in Math and Science
30(1)
Project WILD
30(1)
Science Education for Public Understanding Program
31(1)
Integrated Science
31(1)
The High School Science Programs
32(1)
BSCS Biology: A Human Approach
32(1)
Biology: A Community Context
32(1)
Insights in Biology
33(1)
Chemistry in the Community
33(1)
Conceptual Physics
34(1)
Assessing and Reviewing
35(1)
Resources to Examine
35(3)
The Nature of Diverse Adolescent Learners and Their Schools
38(24)
Objectives
39(1)
Student Diversity and Demographics
40(1)
Factors Affecting Success in Science
40(1)
Equity in Science Education
41(6)
Culturally Based Deficiencies
42(1)
Multicultural Science Education
42(1)
Multiculturalism and Universalism in Science Education
42(1)
Multicultural Science Classrooms
43(1)
Content Integration
44(1)
Cultural Harmony
44(1)
Countering Racism
45(1)
Gender and Science Education
45(1)
Gender Identity
45(1)
Women's Ways of Knowing
45(1)
Feminist Science Education
46(1)
Exceptional Students
47(5)
Inclusion and the Law
48(1)
Learning Disabilities and Behavioral Disorders
48(1)
Physical Disabilities
49(1)
Students with Visual Impairments
49(1)
Students with Hearing Impairments
50(1)
Students with Orthopedic and Health Impairments
51(1)
Gifted and Talented Students
51(1)
Adolescent Development
52(5)
Physical Development
53(1)
Cognitive Development
53(1)
Piaget
53(1)
Vygotsky
54(1)
Information Processing
54(1)
Personal and Social Development
55(1)
Implications of Developmental Perspectives
56(1)
Adolescents' School Science Experiences
57(1)
Assessing and Reviewing
58(1)
Resources to Examine
58(4)
Learning in Middle Grades and Secondary Schools
62(26)
Objectives
63(1)
Introduction
64(1)
Cognitive Approaches and Strategies for Teaching Science
64(19)
Constructivism
64(5)
Affective Learning
69(1)
Affective Concepts
69(1)
Affect and Action
70(1)
Motivation
71(1)
Equilibration and Contradictions
71(2)
Alternative Conceptions and Conceptual Change
73(4)
Meaningful Learning and Concept Mapping
77(1)
Images, Analogies, and Models
78(1)
Images
78(2)
Analogies
80(1)
Models
81(2)
Assessing and Reviewing
83(1)
Resources to Examine
83(5)
Part Two Teaching Strategies and Classroom Management
Inquiry and Teaching Science
88(18)
Objectives
89(1)
What Is Inquiry?
90(1)
Content and Process as They Relate to Inquiry and Discovery Learning
91(2)
Strategies and Techniques for Conducting Inquiry-Based Instruction
93(8)
Asking Questions
93(1)
Yes/No Questioning Technique
93(1)
Science Process Skills
93(3)
Discrepant Events
96(1)
Inductive Activities
97(1)
Exploration
98(1)
Invention
98(1)
Application
98(1)
Deductive Activities
98(1)
Gathering Information
98(1)
Reading Printed Material
98(1)
Seeking Information from Individuals
99(1)
Accessing Information from the Internet
99(1)
Problem Solving
99(1)
Science Projects
99(2)
Grouping and Cooperative Learning
101(1)
Concerns Associated with Inquiry-Based Instruction
102(1)
Assessing and Reviewing
103(1)
Resources to Examine
104(2)
Lecture, Discussion, and Demonstration
106(24)
Objectives
107(1)
The Lecture Method
108(3)
Preparing the Lecture
109(1)
Checking Your Understanding
109(1)
Preparing Lecture Notes
109(1)
Organizing the Lecture
109(1)
Presenting Successful Lectures
110(1)
Discussion Method
111(5)
Discussion Types
111(1)
Recitation
111(1)
Guided Discussion
111(2)
Reflective Discussion
113(1)
Preparing for the Discussion
113(1)
Nature of the Topic
113(1)
Physical Setting
113(1)
Group Size
114(1)
Student Preparation
114(1)
Conducting a Successful Discussion
115(1)
Construction and Use of Oral Questions
116(4)
Constructing Clear Oral Questions
116(1)
Lower-Order and Higher-Order Questions
117(1)
Probing and Redirecting Questions
118(1)
Wait Time and Teacher Statements
119(1)
Target Students
119(1)
The Demonstration
120(7)
Functions of Demonstrations
120(1)
Initiating Thinking
120(1)
Illustrating a Concept, Principle, or Procedure
120(1)
Answering a Question or Explaining an Observation
121(1)
Reviewing Ideas
121(1)
Introducing and Concluding Units
121(1)
Addressing Students' Naive Conceptions
121(1)
Planning a Demonstration
122(1)
Materials and Equipment
122(1)
Visibility
122(1)
Student Attention
122(3)
Try Out the Demonstration Beforehand
125(1)
Presenting a Demonstration
125(1)
Introduction
125(1)
Presentation
125(1)
Conclusion
126(1)
Assessing and Reviewing
127(1)
Resources to Examine
127(3)
Science, Technology, and Society
130(18)
Objectives
131(1)
Developing a Rationale for Science-Technology-Society
132(2)
What Is Technology?
133(1)
Technological Products, Systems, and Processes
134(1)
Design and Build
134(1)
Investigate and Improve
134(1)
Issues and Problems
135(6)
Inculcation
136(1)
Awareness of Issues and Problems
137(1)
Issues and Problems Investigation
138(1)
Action Learning
139(1)
Project-Based Science
140(1)
STS Curriculum Programs
141(1)
Considerations for STS Instruction
142(1)
Evolution versus Creationism in Science Teaching
142(3)
Notable Cases
143(1)
The Scopes Trial, 1925
143(1)
Epperson v. Arkansas, 1968
143(1)
McLean v. Arkansas, 1982
144(1)
Edwards v. Aguillard, 1987
144(1)
Peloza v. Capistrano Unified District, 1994
144(1)
Kansas State Board of Education, 1999
144(1)
Assessing and Reviewing
145(1)
Resources to Examine
146(2)
Laboratory and Field Work
148(24)
Objectives
149(1)
What Is Laboratory Work?
150(1)
Approaches to Laboratory Work
151(9)
Science Process Skill Laboratory
151(3)
Deductive or Verification Laboratory
154(1)
Inductive Laboratory
155(2)
Technical Skill Laboratory
157(3)
Problem-Solving Laboratory
160(1)
Preparing Students for Laboratory Experiences
160(2)
Prelaboratory Discussion
160(1)
Giving Directions
161(1)
Postlaboratory Discussion
161(1)
Ensuring Successful Laboratory Experiences
162(4)
Relevance of Laboratory Work
162(1)
Degree of Structure in Laboratory Activities
162(1)
Student Recording and Reporting of Data
163(1)
Management and Discipline during Laboratory Activities
164(1)
Evaluation
165(1)
Field Work
166(2)
Planning Field Trip Experiences
166(1)
The Curriculum
166(1)
Surveying Possible Sites
166(1)
Administrative Policy
166(1)
Conducting a Field Experience
166(2)
Preparation
168(1)
Assessing and Reviewing
168(1)
Resources to Examine
169(3)
Safety in the Laboratory and Classroom
172(26)
Objectives
173(1)
Introduction
174(1)
Safety and the Law
174(1)
General Safety Responsibilities
175(4)
Preparation before the School Year Begins
175(2)
Safety Responsibilities during the School Year
177(2)
Safety Goggles and Eye Protection
179(2)
Specific Safety Guidelines for Biology
181(5)
Precautions for Using Animals
181(3)
Precautions for Specific Biology Procedures and Activities
184(1)
Care During Animal Dissections
184(1)
Using Live Material
184(1)
Sterilizing
185(1)
Using Hypodermic Syringes
185(1)
Body Fluids and Tissues
185(1)
Precautions during Field Trips
186(1)
Additional Considerations for Safety in Biology Teaching
186(1)
Specific Safety Guidelines for Chemistry
186(5)
Chemistry Safety Precautions
186(2)
Storing and Using Chemicals Safely
188(1)
Other Suggestions for Safety
188(1)
Using Reagents and Liquids
189(1)
Heating Substances in Test Tubes
190(1)
Storing and Handling Sodium, Potassium, and Phosphorus
190(1)
Disposing of Chemical Wastes
190(1)
Safety in the Earth Science Laboratory
191(1)
Safety Guidelines for Physics and Physical Science Laboratories
191(2)
Radiation Safety
193(1)
Using Live Animals in Radiation Work
193(1)
Storing and Using Radioactive Materials
193(1)
Personal Work Habits during Radiation Exercises
194(1)
Suggestions for Use of Nonionizing Radiation
194(1)
Safety Units for Students
194(1)
Assessing and Reviewing
194(1)
Resources to Examine
194(4)
Computers and Electronic Technology
198(18)
Objectives
199(1)
Modern Technology for Science Teachers and Students
200(1)
Technology Infusion
200(1)
Benefits Associated with Technology Use
200(1)
Uses for Computers and Electronic Technology in Science Instruction
201(2)
Finding Out
201(1)
Analyzing
202(1)
Composing
203(1)
Communicating
203(1)
Computer-Based Instructional Systems
203(4)
Computer-Based Multimedia
205(1)
Interactive Videodisc
205(1)
Compact Disc
205(1)
Hypermedia
205(1)
Microcomputer-Based Laboratories
206(1)
The Internet and Science Teaching
207(5)
Electronic Mail
208(1)
World Wide Web
209(1)
Central Internet Science Sites
209(1)
Internet Activities, Projects, and Inquiries
210(2)
Selecting Quality Software and Multimedia
212(1)
Assessing and Reviewing
213(1)
Resources to Examine
213(3)
Managing the Learning Environment
216(22)
Objectives
217(1)
The Changing Paradigm of Classroom Management
218(1)
Theoretically Grounding Management Decisions
218(3)
Student-Directed Management
219(1)
Collaborative Management
220(1)
Teacher-Directed Management
220(1)
Choosing a Management Approach
220(1)
Specifics of the Science Learning Environment
221(4)
Classroom Setting
221(1)
Classroom Rules
222(1)
Procedures and Routines
223(1)
Instructional Practices
224(1)
Curriculum
224(1)
Student Socialization
225(1)
Suggestions for Reducing Teacher Vulnerability
225(6)
Consider the School Calendar
227(1)
Get to Know the Students
227(1)
Dress Professionally
228(1)
Become Familiar with the School Routine
229(1)
Give Encouragement and Praise
229(1)
Project Personality and Enthusiasm
229(2)
Dealing with Student Misbehavior
231(1)
Determining Causes of Student Misbehavior
232(1)
School Violence
233(1)
Assessing and Reviewing
234(1)
Resources to Examine
235(3)
Part Three Planning for Instruction
Planning and Teaching Science Lessons
238(18)
Objectives
239(1)
Introduction
240(1)
Planning Science Lessons
240(5)
Pedagogical Content Knowledge
240(1)
Identifying the Content of the Lesson
241(1)
Constructing Instructional Objectives
242(1)
Selecting the Pedagogy for a Lesson
243(1)
Teaching Skills
243(1)
Instructional Strategies
244(1)
Teaching Aids
245(1)
Accessing Prior Knowledge
245(1)
Activities that Engage Student Thinking
245(1)
Provide Many Opportunities to Learn
245(1)
Examples of Science Lesson Plans
245(3)
Daily Plan Book
245(1)
Short-From Lesson Plan
246(1)
Long-Form Lesson Plan
247(1)
Teaching Science Lessons and Receiving Feedback and Evaluation
248(5)
Assessing and Reviewing
253(1)
Resources to Examine
253(3)
Planning a Science Unit
256(18)
Objectives
257(1)
Introduction
258(1)
The Science Reform and Planning Science Instruction
258(1)
Resources to Consider for Unit Plans
259(9)
Instructional Activities
259(6)
Instructional Objectives
265(1)
Grading Specification
266(1)
Assessment and Testing
266(1)
A Concept Map
266(2)
Ideas and Elements to Consider for Planning a Science Unit
268(2)
Assessing and Reviewing
270(1)
Resources to Examine
270(4)
Part Four Assessment in Science Teaching
Assessing Learning Outcomes
274(24)
Objectives
275(1)
What Is Assessment?
276(1)
Aligning Assessment, Standards, and Instruction
276(2)
Assessment Methods
278(11)
Performance Tasks
279(1)
Open-Ended Problems
279(2)
Inquiry-Oriented Investigations
281(1)
Concept Maps
281(2)
Observation
283(1)
Interviews
284(2)
Journals
286(1)
Drawings
287(1)
Portfolios
287(2)
Developing Assessments
289(3)
Scoring Rubrics
289(2)
Locating Assessment Tasks
291(1)
Grading and Reporting Grades
292(1)
Criterion-Referenced and Norm-Referenced Grading
292(1)
Assigning Final Grades
292(1)
Assessing and Reviewing
293(1)
Resources to Examine
294(4)
Part Five Professional Development
Growing Professionally and Evaluating Teaching
298(33)
Objectives
299(1)
The Importance of Professional Development
300(1)
Professional Development through Inservice Courses, Workshops, and Graduate Work
300(1)
Inservice Courses and Workshops
300(1)
Graduate Work
301(1)
Professional Organizations for Science Teachers
301(1)
National Professional Organizations
301(1)
Statewide Professional Organizations
301(1)
Local Professional Organizations for Science Teachers
301(1)
Writing for Publication
302(1)
Other Activities for Professional Growth
302(3)
Communication with Other Science Teachers
302(1)
Travel
302(1)
Summer Employment
303(1)
Hobbies
303(1)
Research
303(1)
Science
303(1)
Education
303(1)
Leaves of Absence
304(1)
Keeping Up-to-Date through Reading
304(1)
Evaluating Teacher Performance in the Classroom
305(2)
Videotapes
305(1)
Questionnaires
305(1)
Maintaining a Resume
305(2)
Assessing and Reviewing
307(1)
Resources to Examine
308(3)
Appendices
A Little Science Puzzlers
311(4)
A Drop of Water
311(1)
Hot is Hot!
312(1)
How Strong Is Strong?
312(1)
Thick and Thin Light Bulb Filaments
313(1)
Eggciting Egg Hunt
314(1)
Raisins on the Move
314(1)
B Science Demonstrations
315(8)
Bernoulli's Principle
315(2)
The No-Pop Balloon
317(1)
Bruising Fruit
318(1)
Pull It or Yank It---What is the Difference?
319(1)
How Does a Weather Vane Work?
320(2)
Making a Cloud
322(1)
C Science Laboratory Activities
323(1)
The Diffusion of Molecules and lons
323(1)
Osmosis and a Chicken Egg
324(1)
Radioactive Half-Life
325(2)
Respiration in Yeast
327(2)
Mass and Volume Relationships
329(2)
Index 331


Please wait while the item is added to your cart...