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9780130992345

Teaching Secondary School Science: Strategies for Developing Scientific Literacy

by ; ;
  • ISBN13:

    9780130992345

  • ISBN10:

    0130992348

  • Edition: 8th
  • Format: Paperback
  • Copyright: 2004-01-01
  • Publisher: Pearson College Div
  • View Upgraded Edition
  • Purchase Benefits
List Price: $119.00

Summary

Merrill Education invites you to rediscover Teaching Secondary School Science: Strategies for Developing Scientific Literacy, Eighth Edition. Still reflecting the latest in learning theory, inquiry, and professional development, this text has new pedagogy that makes it even easier for students to incorporate the hands-on, practical activities and exercises in their own classrooms. Unique Features: bull; bull;Engage your students with Teaching Science Activity features, Investigating Science Teaching, Engaging in Action Research, and Experiencing Ethical Analysis. Located at the ends of the chapters, they provide an opportunity for students to experience science for themselves. bull;Icons highlight new integrated technology resources. Discussions of technology have been updated and woven throughout the text, including Technology margin notes that encourage students to visit the text's website at www.prenhall.com/trowbridge for further research and supplemental science activities. bull;Guest Editorials showcase real preservice and inservice science teachers. These editorials appear throughout the text to help illustrate concepts and provide real-world context for students.

Table of Contents

UNIT 1 INTRODUCTION 1(40)
Chapter 1 Becoming a Science Teacher
3(17)
Am I Qualified to Teach Science?
3(4)
Understanding Science and Technology
3(1)
Understanding the Purposes of Science Teaching
4(1)
Organizing Science Instruction
4(1)
Understanding Student Learning
4(1)
Recognizing Personal Meaning in Teaching and Learning
5(1)
Personalizing Science Teaching
5(1)
Managing the Classroom and Maintaining Discipline
6(1)
Realizing That Your Decisions Determine Effective Science Teaching
6(1)
What Is Science Teaching Really Like?
7(6)
Middle School Science Programs
7(1)
High School Science Programs
8(4)
Conversations with Science Teachers
12(1)
A Conclusion About Science Teaching
13(1)
How Can You Become an Effective Science Teacher?
13(1)
Becoming a Science Teacher: Some Closing Reflections
13(7)
Chapter 2 Beginning Your Instructional Theory
20(21)
Why Develop an Instructional Theory?
20(1)
What Are the Foundations of an Instructional Theory?
20(1)
Characteristics of an Instructional Theory
21(1)
Purpose, Goals, and Objectives
22(1)
Learning and Teaching
22(2)
Effective Relationships with Students
24(1)
Effective Instruction
25(1)
Instructional Decisions
25(1)
Research on Effective Teaching
26(1)
Some Methods to Consider in Forming Your Instructional Theory
27(5)
Assessment
27(1)
Chalkboard/Marker Board
28(1)
Debate
28(1)
Demonstrations
28(1)
Discussion
28(1)
Educational Software/Computers
28(1)
Field Trips
29(1)
Video/CD-ROM
29(1)
Games
29(1)
Inquiry/Design
29(1)
Internet
29(1)
Laboratory Report
30(1)
Lecture
30(1)
Oral Reports
30(1)
Problem Solving
30(1)
Projects
30(1)
Multimedia Projects
31(1)
Questioning
31(1)
Reading
31(1)
Simulations
31(1)
Computer-based Learning
31(1)
Probeware
32(1)
A Final Note
32(9)
UNIT 2 HISTORICAL PERSPECTIVES AND CONTEMPORARY TRENDS 41(34)
Chapter 3 Historical Perspectives on Science Education
42(18)
The First Two Centuries of Science Teaching
42(3)
The First Century: 1776-1875, an Age of National Development
42(1)
The Second Century: 1876-1976, an Age of Industrial Progress
43(2)
The Golden Age: Science Curriculum: 1958-1988
45(5)
Science Curriculum for the Junior High School
45(1)
Science Curriculum for the High School
46(2)
Chemistry
48(1)
Biology
49(1)
Common Elements of Golden Age Courses
50(1)
An Era of Educational Reform: Science Education in Secondary Schools: 1980-?
50(1)
Reviewing the Goals of Science Education
51(9)
Science Education in Secondary Science
52(2)
Trends in Secondary School Science
54(6)
Chapter 4 National Standards and Scientific Literacy
60(15)
Background on National Standards
60(1)
The National Science Education Standards Project
60(1)
National Science Education Standards: An Overview
61(4)
National Standards, Social Commitments, and Scientific Literacy
65(1)
Developing Scientific Literacy
66(11)
Background on Scientific Literacy
66(1)
The Domains of Scientific Literacy
66(3)
The Dimensions of Scientific Literacy
69(2)
Scientific Illiteracy
71(1)
Nominal Scientific Literacy
71(1)
Functional Scientific Literacy
71(1)
Conceptual and Procedural Scientific Literacy
71(1)
Multidimensional Scientific Literacy
72(3)
UNIT 3 GOALS AND OBJECTIVES 75(28)
Chapter 5 The Goals of Science Teaching
77(11)
Basic Goals of Science Education
77(1)
Science Education Goals and Programs: Prelude to Reform
78(1)
An Overview of Goals for Science Education
78(1)
Scientific Knowledge
78(1)
Scientific Method
78(1)
Societal Issues
79(1)
Personal Needs
79(1)
Career Awareness
79(1)
Science Education Goals for the 21st Century: National Standards and Benchmarks
79(9)
Scientific Methods
80(1)
Scientific Knowledge
80(2)
Personal Needs and Societal Issues
82(1)
Career Awareness
82(6)
Chapter 6 The Objectives of Science Teaching
88(15)
New Thrust in Teaching Objectives
88(1)
Objectives of Constructivist Teaching
89(1)
Selecting Objectives for Science Teaching
90(1)
Types of Objectives for Science Teaching
90(1)
Domains of Objectives for Science Teaching
91(7)
The Cognitive Domain
92(1)
The Affective Domain
93(3)
The Psychomotor Domain
96(2)
Preparing Objectives for Science Teaching
98(5)
UNIT 4 CURRICULUM PERSPECTIVES 103(46)
Chapter 7 Designing School Science Curriculum
104(16)
A Background on Curriculum Reform
104(2)
History of the Junior High
104(1)
Science Curriculum in junior High Schools
105(1)
Emergence of Middle Schools
105(1)
High School Science Curriculum in Transition
106(1)
Frameworks for Science Curriculum
106(1)
Science for All Americans
106(1)
National Science Education Standards and Benchmarks for Science Literacy
107(1)
Some Considerations in the Design of School Science Curricula
107(4)
Designing Your Science Curriculum
111(9)
Step 1-Review Influences on the Science Curriculum
112(1)
Step 2-Synthesize Goals into a Proposed Science Curriculum
113(1)
Step 3-Describe the Present Science Curriculum
113(1)
Step 4-Analyze the Discrepancies Between the Proposed and Present Science Curriculum
113(1)
Step 5-Evaluate the Proposed Science Curriculum
113(1)
Step 6-Develop and Implement the Science Curriculum
113(1)
Step 7-Evaluate the Science Curriculum
114(6)
Chapter 8 The Middle School Science Curriculum
120(11)
Science Curriculum in Middle Schools
120(11)
Multidisciplinary Programs
121(4)
Earth/Space Science Programs
125(1)
Life Science Programs
126(1)
Physical Science Programs
127(4)
Chapter 9 The High School Science Curriculum
131(7)
Science Curricula for the High School
131(7)
Earth/Space Science
131(1)
Chemistry
132(1)
Physics
133(2)
Biology
135(3)
Chapter 10 Science and Other Disciplines: Interdisciplinary Approaches to Curriculum
138(11)
What Is an Interdisciplinary Approach?
138(3)
History of Science and Technology in Science Classes
141(1)
Science and Mathematics
141(1)
Mathematics and Its Connections with Science Disciplines
142(2)
Simple Statistics
144(1)
Science and Reading
144(2)
An Integrated Approach to High School Science and Technology
146(3)
UNIT 5 PLANNING FOR INSTRUCTION AND ASSESSMENT 149(124)
Chapter 11 Inquiry and Conceptual Change
150(9)
Inquiry
150(4)
Conceptual Change
154(2)
Fostering Conceptual Change Through Inquiry
156(3)
Chapter 12 Questioning and Discussion
159(21)
Studying Science in Depth
159(1)
The Nature of Inquiry-Based Teaching
160(1)
Types of Questions
160(1)
Educational Objectives and Questions
161(1)
Processes of Science and Questions
161(2)
Convergent and Divergent Questions
162(1)
Teleological and Anthropomorphic Questions
162(1)
Talent-Oriented Questions
162(1)
Questioning to Discover Talent
162(1)
Questioning Procedures
163(1)
Wait-Time Affects Quality of Responses
163(1)
Good Discussions Are Student-Centered
163(1)
Some Precautions in Questioning
164(1)
Using Questioning in a Competitive Learning Strategy
165(1)
Research on Questioning in the Classroom
165(2)
Questioning in the Content Areas
166(1)
Gender Differences
166(1)
Levels of Questions
166(1)
Discussion As a Means of Inquiry
167(2)
Advantages of Discussion
167(1)
How to Lead a Discussion
167(1)
Spend Time Analyzing Thought Processes
168(1)
Questions Must Be Directed at the Students' Level
168(1)
A Discussion Started in a Novel Way Gains Attention
168(1)
Use Overhead Projectors When Appropriate
168(1)
General Rules for Leading a Large Group Discussion
169(1)
Special Precautions in Leading a Discussion
169(1)
Special Discussion Techniques
170(2)
Invitations to Inquiry
170(1)
Pictorial Riddles
171(1)
Other Techniques to Motivate Discussion
172(1)
Case Histories
172(1)
Covers of Science Magazines
172(1)
The Magic Circle As a Facilitator of Discussion
172(1)
Creativity
173(1)
Discussion As a Technique of Review
173(7)
The One-Word Type of Review
173(1)
Persuasion and Discussion
173(1)
Learning to Lead a Good Discussion Never Ends
174(6)
Chapter 13 Investigation and Problem Solving
180(11)
Introduction to Inquiry Teaching
180(1)
Development of Inquiry Teaching in the Schools
180(1)
Defining Inquiry
181(1)
Discovery and Inquiry Strategies Distinguished
182(1)
Discovery
182(1)
Inquiry
182(1)
Advantages of Discovery and Inquiry Teaching
183(1)
Instruction Becomes Student Centered
183(1)
Inquiry Learning Builds the "Self Concept" of the Student
183(1)
Expectancy Level Increases
183(1)
Inquiry Learning Develops Talent
184(1)
Inquiry Methods Avoid Learning Only at the Verbal Level
184(1)
Inquiry Learning Permits Time for Students to Mentally Assimilate and Accommodate Information
184(1)
Guided Versus Free Inquiry
184(1)
Guided Inquiry
184(1)
Free Inquiry
185(1)
Conditions for Inquiry Teaching
185(1)
Research Findings About Using Investigative Teaching Approaches
186(5)
Problem Solving
188(3)
Chapter 14 Demonstration and Laboratory Work
191(18)
The Role of Demonstrations and Laboratory Work
191(1)
Inquiry Through Demonstration
191(6)
Demonstration Versus Individual Experimentation
192(1)
Planning a Demonstration
193(1)
Giving a Demonstration
193(1)
Ways to Present a Demonstration
194(1)
Silent Demonstration
194(1)
Storage of Demonstration Equipment
195(1)
Special Equipment
196(1)
Stressing the Higher Levels of Learning
196(1)
Inquiry Through Laboratory Work
197(8)
The Inquiry Approach
197(1)
The Advent of
Computerized Science Laboratories
198(1)
Research on the Laboratory's Role in Science Teaching
198(1)
Shill Development in the Laboratory
199(1)
Is There a Need for Science Shill Development?
200(1)
Can Shill Development Be Guided Through a Graded Sequence of Difficulty-From Simple to Complex?
200(1)
Does Shill Development Enhance or Preclude Concept Development?
200(1)
Can Achievement of Shill Competencies Be Tested?
201(1)
What Are the Implications of the Shill-Development Approach in the Science Classroom?
201(1)
Organizing Laboratory Work
201(1)
The Use of Laboratory Assistants
201(1)
Handbook for Laboratory Assistants
202(1)
Orienting Students for Laboratory Work
203(1)
The Place of Discussion in Laboratory Work
203(1)
Laboratory Work in the Middle School and Junior High School
204(1)
Safety Precautions in the Laboratory
205(1)
Safety and the Law
206(3)
Chapter 15 Models for Effective Science Teaching
209(19)
Using Textbooks Effectively
210(2)
Reading for Conceptual Change
210(1)
Overrelying on Prior Knowledge and Distorting Text to Make it Compatible with Prior Knowledge
210(1)
Overrelying on Facts in the Text with and Additional Notion of Learning- Separating Prior Knowledge and Text Knowledge
210(1)
Overrelying on Details in the Text-Separating Prior Knowledge and Text Knowledge
211(1)
Overrelying of Prior Knowledge and Ignoring Text Knowledge
211(1)
Directing Students' Attention to Important Concepts
211(1)
Challenging Students' Thinking and Misconceptions
211(1)
Asking Students to Construct Explanations of Everyday Phenomena
211(1)
Probing Student Responses
211(1)
Providing Accurate Feedback to Students
211(1)
Constructing Alternative Representations of Textbook Explanations That Make Explicit the Relationships Between Scientific Explanations and Student Misconceptions
212(1)
Selecting Activities That Create Conceptual Conflict and Encourage Conceptual Understanding
212(1)
Designing Your Instructional Sequence
212(4)
The Learning Cycle
212(4)
The Madeline Hunter Model
216(2)
The 5E Instructional Model: An Introduction
218(10)
Form and Function
219(1)
A Constructivist Orientation
219(2)
The 5E Instructional Model: The Phases
221(7)
Chapter 16 Planning for Effective Science Teaching
228(20)
Planning a Unit or Course of Study
228(1)
Some Elements and Strategies of Effective Science Teaching
229(1)
Before a Lesson
229(1)
Beginning a Lesson
229(1)
The Middle of a Lesson
230(1)
Ending a Lesson or Unit
230(1)
After a Lesson or Unit
230(1)
Designing Programs, Units, and Lessons
230(1)
The Long-Range Plan: A Science Program
231(1)
Structure of the Discipline
231(1)
Nature of Scientific Inquiry
231(1)
Topics of Science Disciplines
231(1)
Issues Related to Science
231(1)
The Middle-Range Plan: A Science Unit
231(2)
Outline for a Science Teaching Unit
232(1)
Checklist of Requirements for the Science Unit
233(1)
The Resource Unit
234(1)
The Short-Range Plan: The Science Lesson
235(13)
Chapter 17 Assessing Student Learning
248(8)
Assessment Standards
248(1)
The Case for Strengthening Assessment in the Science Classroom
249(2)
Multiple Purposes of Assessment
250(1)
The Case for Formative Assessment
250(1)
The Case for Summative Assessment
250(1)
The Impact of High-Stakes Assessment
250(1)
Everyone Has a Role in Assessment
251(1)
The Teacher's Role
251(1)
The Student's Role
251(1)
The School's Role
251(1)
An Overview of Assessment Techniques
251(2)
Forms of Assessment That Are Not Tests
251(1)
Concept Mapping
252(1)
Creative Assessment
252(1)
Journals and Oral Interviews
252(1)
Portfolios
252(1)
Practical Assessment
253(1)
General Guidelines for Using Tests
253(3)
Accounting for Student Individuality When Using Science Tests
253(1)
Problem Tests
254(1)
True-False Tests
254(1)
Multiple-Choice Tests
254(1)
Completion and Matching Tests
255(1)
Chapter 18 The Psychological Basis for Effective Science Teaching
256(17)
Learner-Centered Psychological Principles
256(3)
Metacognitive and Cognitive Factors
256(2)
Affective Factors
258(1)
Developmental Factors
258(1)
Personal and Social Factors
258(1)
Individual Differences
259(1)
Implications for Science Teaching
259(15)
Effective Science Teaching
259(1)
Effective Science Curriculum
260(1)
Effective Science Assessments
260(13)
UNIT 6 UNDERSTANDING AND WORKING WITH STUDENTS 273(46)
Chapter 19 Individual Differences in Science Classrooms
274(11)
Exceptional Students in Education: A Rationale
274(1)
Exceptional Students in Science Programs: The Law
274(2)
Racial Inequities in Special Education
276(1)
Exceptional Students in Science Class: Some Guidelines
276(5)
General Guidelines for Helping Exceptional Students
276(1)
Auditorially Challenged Students
277(1)
Helping Auditorially Challenged Students Learn Science
277(1)
Visually Challenged Students
277(1)
Helping Visually Challenged Students Learn Science
277(1)
Physically Challenged Students
278(1)
Helping Physically Challenged Students Learn Science
278(1)
Speech- and Language-Challenged Students
278(1)
Helping Speech- and Language-Challenged Students Learn Science
278(1)
Students with Learning Disabilities and Mild Mental Disabilities
278(1)
Helping Learning Disabled and Mentally Challenged Students Learn Science
278(1)
Emotionally Challenged Students
278(2)
Helping Emotionally Challenged Students Learn Science
280(1)
Academically Unsuccessful Students
281(1)
Helping "Academically" Unsuccessful Students Learn Science
281(1)
Gifted and Talented Students in Science Class: Perspective and Resources
281(1)
Characteristics of the Gifted and Talented Student in Science Class
281(1)
Helping Gifted and Talented Students Learn Science
282(1)
Teaching Science for Individual Differences
282(1)
Grouping
282(1)
Continuous Progress
283(1)
Enrichment Programs
283(1)
Team Teaching
283(1)
Teaching Science for Individual Differences: Advantages and Disadvantages
283(2)
Staff
283(1)
Materials
284(1)
Chapter 20 Teaching Science for Gender and Cultural Differences
285(11)
Teacher Bias
285(2)
What Is the Root of Teacher Bias?
287(1)
Student Bias
287(1)
Course Material Bias
288(1)
Parental Bias
289(1)
Adding Ethnicity and Culture to the Mix
289(2)
Science, Computing, and Equity
291(1)
What Are the Implications for Curriculum and Instruction?
291(5)
Show Respect for Cultural Differences
292(1)
Consider the Cultural Resources of Your Students
292(1)
Use Understanding to Enhance Learning
292(1)
Make Decisions That Enhance Learning
292(1)
Provide Time
292(1)
Provide Positive Role Models
293(1)
Use Cooperative Groups
293(1)
Use Hands On Investigations
293(1)
Provide Equal Opportunities and Expectations
293(1)
Use Appropriate Language
293(1)
Be Sensitive in Questioning
293(1)
Communicate with Parents
293(1)
Maintain High Expectations
293(3)
Chapter 21 Controversy in the Classroom
296(9)
Ethics in the Science Classroom
296(1)
Ethical Analysis in the Science Classroom
297(1)
Ethical Development of Students
298(1)
Conflict Resolution in the Science Classroom
298(2)
Designing Controversies for the Science Classroom
300(1)
Other Strategies for Teaching About Controversial Issues
300(5)
Chapter 22 Classroom Management and Conflict Resolution
305(14)
Classroom Conflicts
305(2)
The Student Teacher's Perceptions
305(1)
The Teacher's Perceptions
306(1)
The Student's View
306(1)
The Teacher's View
306(1)
Causes of Conflicts
307(2)
The Middle School Student
307(1)
The Senior High School Student
308(1)
Discipline Problems and the Science Classroom
309(1)
Conflict Resolution and Regulation
309(1)
Avoiding Destructive Conflicts
309(1)
Encouraging Constructive Resolutions
310(1)
Regulating Classroom Conflicts
310(1)
Some Recommendations for Science Teachers
310(10)
Developing Self Discipline
310(1)
Developing Techniques to Influence Behavior
311(1)
Developing Means to Resolve Classroom Conflicts
311(1)
Developing a Discipline Policy
311(1)
Meeting Parents to Solve a Discipline Problem
311(8)
UNIT 7 INDUCTION AND PROFESSIONAL DEVELOPMENT 319(54)
Chapter 23 Materials for Science Teaching
320(20)
Availability of Science Teaching Materials
320(1)
Using Science-Learning Materials
320(1)
Use of Textbooks
321(2)
Selecting Textbooks
322(1)
Readability Analysis
323(1)
Audiovisual Materials
323(2)
Materials for the Laboratory
324(1)
Ordering and Inventorying
324(1)
Supplementary Teaching Aids
325(1)
The Role of the Science Staff in Planning Facilities
326(1)
Influences on Science Facilities
326(6)
Trends in Science Instruction
326(1)
Teaching Methods
326(1)
Curriculum
327(2)
Trends in Science Facilities
329(1)
Trends in School Buildings
330(2)
Guidelines for Planning a Science Complex
332(2)
Planning Facilities
332(1)
Area and Space Resources
332(1)
Different Learning Activities
332(1)
Furniture and Decor
333(1)
Auxiliary Facilities
333(1)
Conditions for Good Science Teaching
333(1)
Science Facilities and Students with Disabilities
334(6)
Chapter 24 Student Teaching and Professional Growth
340(33)
Why Student Teach?
340(3)
Selecting Your Supervising Teacher
341(1)
Meeting Your Supervising Teacher
342(1)
Being a Student Teacher
343(3)
Your First Day in the Class
343(1)
Preparing to Teach a Lesson
343(1)
The First Day of Teaching
344(1)
Your Responsibilities
345(1)
Concerns of the Student Teacher
345(1)
Professional Development Standards
346(1)
Licensure Options
346(2)
Becoming a Professional
348(1)
Securing a Teaching Position
348(2)
Preparing to Look for a Job
348(1)
Using Placement Services
348(1)
Letters of Application
349(1)
The Job Interview
349(1)
After Obtaining the Job
350(1)
Making the Transition to a Practicing Teacher
350(2)
Science-Teaching Standards
352(1)
Characteristics of a Good Science Teacher
353(1)
Question Checklist
353(1)
Stanford Teacher Competence Appraisal Guide
353(1)
Personal Fulfillment
354(1)
Safety and Security
354(1)
Love and Belongingness
354(1)
Self Esteem
355(1)
Fulfilling Needs
355(1)
Research on Science Teacher Characteristics
355(1)
Professional Challenges
356(2)
Helping Students to Become Science Teachers
356(1)
Enrollments
357(1)
Curriculum
357(1)
Disruptive Students
357(1)
Careers
357(1)
Preparation
358(1)
Decision Making
358(1)
Opportunities for Professional Growth
359(3)
Graduate Work
359(1)
In-Service Training and Institutes
359(2)
Committee Work
361(1)
Professional Organizations
361(1)
Becoming a Better Science Teacher
362(3)
Scientific Knowledge
364(1)
Planning and Organization
364(1)
Teaching Methods
365(1)
Interpersonal Relations
365(1)
Personal Enthusiasm
365(1)
Being a Person, Educator, and Science Teacher
365(1)
Self Inventory for Science Teachers
366(1)
Evaluation of Teachers
366(7)
Appendix A Teaching Science Activities 373(32)
Appendix B Daily Lesson Plans 405(16)
Index 421

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Excerpts

The authors have designed the eighth edition ofTeaching Secondary School Science: Strategies for Developing Scientific Literacyprimarily for use by undergraduate preservice teachers of science. The text provides information and suggestions for teaching physical, biological, and earth sciences in the middle school, junior high school, and high school grades. It is also useful for graduate students whose undergraduate majors were outside the field of education, but for whom teaching middle and secondary school science is now a primary career goal. This book is also an important resource for graduate students and experienced teachers in courses concerned with assessment in science classes, curriculum development and reform, instructional problems, and current trends in science teaching. It may also be used as a guide and reference in workshops and institutes for teachers emphasizing strategies for inquiry teaching. The current emphases on science education standards are fully explained and brought to the foreground for science programs in this new edition.The eighth edition retains the strong features of previous editions. Among these features are emphasis on active pupil involvement in learning, use of inquiry and investigative teaching strategies to provide experiences in solving real problems, gathering data to support hypotheses, discussion of the constructivist approach to teaching, and use of the learning cycle strategy. Many practical examples of successful teaching strategies are provided, based on the extensive science teaching experience of the authors.Throughout the textbook, the theme of developing scientific literacy among science students is stressed. Included are suggestions for fostering the effective reading of science materials, developing the vocabulary of science, and raising the level of awareness of the interrelationships among science, technology, and society. ORGANIZATIONThe eighth edition has been newly organized to encompass seven units: Introduction Historical Perspectives and Contemporary Trends Goals and Objectives Curriculum Perspectives Planning for Instruction and Assessment Understanding and Working with Students Induction and Professional DevelopmentThese units have been reorganized not only to provide prospective secondary science teachers with the tools and resources they need to teach science effectively on a day-to-day basis, but also to help them to develop a holistic view of the career in science teaching that they have chosen and to promote enthusiasm and a desire to succeed at the tasks they encounter. NEW AND UNIQUE FEATURES IN THIS EDITION Teaching science activity features,includingInvestigating Science Teaching, Engaging in Action Research,andExperiencing Ethical Analysis,are located at the end of each chapter and provide an opportunity for students to experience science. Icons highlight new integrated technology resources.Discussions of technology have been updated and woven throughout the text, includingTechnology marginnotes that encourage students to visit the text's new website at www.prenhall.com/trowbridge for further research and supplemental science activities. Guest Editorialsthat showcase actual preservice and inservice science teachers appear throughout the text to help illustrate concepts and provide some real-world context for students. Two Resource Sections: Appendix Aprovides additionalTeaching Science Activitiesin biology, chemistry, earth sciences, physics, problem solving, science fair projects, technology, and mathematics, as well as activities for gifted students.Appendix Bprovides sample daily lesson plans that offer practice in using the five-steplearning cycle strategyfor inquiry teaching

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