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Science Instruction in the Middle and Secondary Schools : Developing Fundamental Knowledge and Skills,9780137153046
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Science Instruction in the Middle and Secondary Schools : Developing Fundamental Knowledge and Skills

by ;
Edition:
7th
ISBN13:

9780137153046

ISBN10:
013715304X
Format:
Paperback
Pub. Date:
3/26/2009
Publisher(s):
Pearson

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Summary

This science methods textbook is designed to provide middle and high school science teachers with the skills they need to help students become scientifically and technologically literate. To be successful, beginning teachers must master the basic functions of teaching. They are: Understanding the purpose of science teaching Planning science lessons that are engaging and lead to meaningful learning Managing the science learning environment in ways that emphasize student responsibility Assessing students science learning throughout the instructional process Teaching in a way that is both active and personally rewarding. Once these basic skills have been mastered, then pre-service teachers are ready to tackle the other important topics relevant to science teaching and learning. In order to meet this goal, the authors immediately engage their readers with six introductory chapters on these basic skills. The remaining chapters focus on the foundational areas of science education and strategies for science teaching. Many vignettes and examples of classroom practices are included to reinforce the chapter content. The appendices providePuzzling Situations, science demonstrations, science laboratory activities, and a scoring key for the science inventory found in Chapter One. New To This Edition: NEW: Opens each of the six introductory chapters with revised vignettes that serve as advanced organizers of the chapterFocuses on the basic functions of science teaching-purpose: planning, assessing, teaching, and managing. NEW! Correlates the chapter content with theNSTA/NCATE 2003 Professional Standards for Science Teacher PreparationFacilitates the preparation of the NCATE review process at many universities. NEW! Uses backwards design strategies (Wiggins & McTighe, 2005) to guide the discussion of instructional planning in Chapter ThreeEmphasizes unit planning (rather than lesson planning) and the state science standards. Guided by backward design strategies, the book stresses the use of state and locally developed curriculum frameworks and science literacy (strand) maps presented online by the National Science Digital Library. NEW! Introduces aBeginning Science Teacherrs"s Checklistfor evaluating lesson assessment practices (Chapter 4)These three sections focus on assessment practices that should be addressed before, during, and after a lesson. NEW! Addresses Differentiated Instruction inChapter 8 Diverse Adolescent Learners and Differentiated InstructionSuggests ways teachers can address the diverse learning needs of todayrs"s students. NEW! Emphasizes the use ofTechnological Tools of Science Learningsuch as computer data collection probe-ware and graphing calculators in Chapter 15Discusses their use in student investigations. NEW! Addresses learning through talk and argumentation in sections of Chapter 11Shows uses of discussion, demonstration, and lecture in science teaching.

Author Biography

Eugene L. Chiappetta is a professor of science education in the Department of Curriculum and Instruction at the University

of Houston. Dr. Chiappetta holds a bachelor’s degree in Biology from Allegheny College and master’s degree in General

Science, and a Ph.D. in Science Education from Syracuse University. He has coauthored many textbook analysis research

studies, using the nature of science as a framework. Recently, a recipient of the National Association for Research in Science

Teaching Paper Award for Examination of Science Textbook Analysis Research Conducted on Textbooks Published over the Past

100 Years in the United States, The “Skoog Cup” for Significant Contributions and Leadership in the Development of

Quality Science Education in Texas, and “Teaching Excellence” Award in the College of Education. Professor Chiappetta

teaches undergraduate and graduate courses in science education and has coordinated teacher certification and science

education programs for over three decades.

 

 Thomas R. Koballa, Jr. is a professor of science education in the Department of Mathematics and Science Education at

the University of Georgia. Dr. Koballa holds a bachelor’s degree in Biology and master’s degree in Science Education from

East Carolina University, and a Ph.D. in Curriculum and Instruction from the Pennsylvania State University. He is past

president of the National Association for Research in Science Teaching and the recipient of the Association of Science

Teacher Education’s Outstanding Mentoring Award. He teaches undergraduate and graduate classes in science education

and has authored or coauthored more than 50 journal articles and chapters. His current research foci include science

teacher learning and mentoring. 

Table of Contents

Getting into Science Teaching Quickly
Thoughts and Actions of Beginning Science Teachers
The Purpose of Teaching Science
Planning to Teach Science
Teaching Science
Managing the Science Learning Environment
Assessing Science Lessons
Background for Science Teaching
The Nature of Science
Diverse Adolescent Learners and Their Schools
Learning in Middle Grades and Secondary Schools
Strategies for Science Teaching
Inquiry and Teaching Science
Discussion, Demonstration, and Lecture
Science, Technology, and Society
Laboratory Work and Fieldwork
Safety in the Laboratory and Classroom
Computers and Electronic Technologies
Long-Term Planning and Assessment
Little Science Puzzlers
Science Demonstrations
Science Laboratory Activities
Scoring Key for Science Teaching Inventory Found in Chapter One
Table of Contents provided by Publisher. All Rights Reserved.


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