Teaching Science for All Children

by Martin, Ralph; Sexton, Colleen; Gerlovich, Jack

• ISBN13: 9780205325337
• ISBN10: 0205325335
• Edition: 3rd
• Format: Hardcover
• Copyright: 2001-01-01
• Publisher: Allyn & Bacon

Summary

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.

Table of Contents

Preface	ix
PART I The Exploration: Methods and Best Practices for Effective Science Teaching	1	(74)
How Can We Help Learners to Inquire and Construct Scientific Meaning?	3	(44)
Introduction	3	(1)
Complications, Problems, and Current Directions	4	(5)
A Scenario	4	(3)
The Importance of Scientific Inquiry	7	(2)
Methods That Use Inquiry to Promote Student Concept Formation and Discovery	9	(29)
A Scenario	9	(1)
Processing the Scenario	10	(1)
The 4-E Science Learning Cycle	11	(8)
Scientific Method: How Can You Use Principles of Scientific Experimentation While Teaching?	19	(1)
The Principles of Scientific Inquiry as a Teaching Method	20	(2)
What Research Says: The Science Learning Cycle	22	(1)
Limitations and Benefits	23	(1)
Suchman's Inquiry: How Can You Get Students to Think and Question?	23	(3)
Can Children Learn Science Through Play?	26	(6)
Problem-Based Learning	32	(2)
How Can You Turn Students' Questions into an Inquiry Teaching Method?	34	(4)
Techniques for Promoting Student Cooperation	38	(4)
Cooperative Learning in Science	38	(1)
Cooperative Inquiry Groups	39	(3)
Recommendations for Enhancing Students' Learning of Science	42	(1)
Chapter Summary	43	(1)
Discussion Questions	44	(1)
Build a Portfolio	44	(3)
How Can You Use Demonstrations, Direct Instruction, and Textbooks Effectively?	47	(28)
Introduction	48	(2)
Avoiding Authoritarianism and the Exclusive Use of Textbooks	48	(1)
Why Is an Interactive Classroom Important?	49	(1)
How Can You Use Teacher Demonstrations to Foster Constructed Learning?	50	(5)
Tips for Effective Demonstrations	52	(2)
When Should You Use a Demonstration?	54	(1)
When Should the Students Do a Demonstration?	54	(1)
How Can You Use Exposition Effectively?	55	(7)
Problems and Uses	55	(2)
Using Deduction	57	(2)
Teaching Explicit Material	59	(3)
How Can You Use Science Textbooks Effectively?	62	(11)
Be Aware of Shortcomings and Differences	62	(1)
Enhancing the Textbook	63	(2)
What Research Says: How Are Scientists Portrayed in Children's Literature?	65	(1)
Changing the Sequence	66	(1)
Selecting the Best Textbook	67	(5)
Using Trade Books	72	(1)
Chapter Summary	73	(1)
Discussion Questions	73	(1)
Build a Portfolio	74	(1)
PART II The Explanation: Modern Science Teaching Benefits from Inquiry-Based, Interactive Approaches to Learning	75	(134)
What Is Science?	77	(28)
Introduction	78	(1)
How Do Children Perceive Science?	79	(3)
Science Is...	79	(2)
Scientists Are...	81	(1)
What Is the Status of Elementary Science?	82	(2)
Achievement	83	(1)
Science Teaching	83	(1)
Goals	84	(1)
Time	84	(1)
Diversity	84	(1)
The Nature of Science	84	(5)
Three Parts of Science	89	(12)
Science Attitudes	89	(1)
Science Process Skills	90	(2)
What Research Says: Attitudes and Science Teaching	92	(5)
Science Knowledge	97	(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