Elementary Science Methods A Constructivist Approach (with CD-ROM and InfoTrac)

by Martin, David Jerner

• ISBN13: 9780495004950
• ISBN10: 0495004952
• Edition: 4th
• Format: Paperback
• Copyright: 2005-07-22
• Publisher: Wadsworth Publishing

Summary

In this pioneering text, Martin uses a constructivist approach to guide students in learning how to teach in a constructivist manner. Grounded in the belief that it is more important for children to learn how to do science than it is for them to learn about science, this text is predicated on the reality that teachers of elementary science do not need to know a great deal of science to be good science teachers, but need to be co-inquirers with their students. To facilitate your students' learning, this text features a wealth of exercises: for teacher candidates, the book includes open-ended inquiry activities that help them to construct their own personal conceptualizations about science content and teaching science in the elementary school; and, it contains over 170 process-oriented, open-ended activities that teachers can use to encourage children to develop and perform their own investigations. The Book Companion CD-ROM, included with each new copy, provides tools and resources, such as additional activities and video, which students can use both in their college course and later in elementary science classrooms. All activities are linked to National Science Education Standards for content, professional development, assessment, and teaching, and the activities contain suggestions of appropriate children's literature.

Table of Contents

PART 1 Constructing the Elementary Science Program	1	(380)
The Science Education Imperative	3	(36)
How Much Science Does the Elementary Science Teacher Need to Know?	5	(8)
Amount of Science Known Today	6	(1)
Obsolescence of Scientific Knowledge	7	(1)
Changing Scientific Knowledge	7	(4)
How Much Science Does the Elementary Science Teacher Need to Know?	11	(2)
Right and Wrong	13	(6)
Recognizing the Unexpected	14	(2)
Perception	16	(2)
Listening	18	(1)
The Processes of Science	19	(6)
Using the Processes of Science	20	(1)
History of the Process Approach to Science Education	21	(4)
Ownership of Knowledge and Thought	25	(6)
Mystery Box	25	(2)
Ownership	27	(1)
Valuing Children's Thinking	27	(4)
Attitudes about Science and Attitudes about Science Teaching	31	(4)
Teacher Beliefs	31	(4)
Teacher Voice	35	(1)
Metaphors	36	(1)
Research in Science Education	37	(1)
Conclusion	37	(1)
Additional Questions for Discussion	37	(1)
Notes	38	(1)
Science Education Today	39	(28)
The Nature of Science	40	(15)
Characteristics of the Scientific Enterprise	40	(3)
Products of Science	43	(11)
Interdisciplinary Nature of Science	54	(1)
Goals of Elementary Science Education	55	(9)
National Science Teachers Association	55	(1)
American Association for the Advancement of Science	56	(1)
National Science Education Standards	57	(3)
No Child Left Behind	60	(2)
Goals 2000: Educate America Act	62	(2)
National Association for the Education of Young Children	64	(1)
What Do You Think?	64	(1)
Additional Questions for Discussion	65	(1)
Notes	66	(1)
The Processes of Science	67	(110)
Observing	69	(13)
Classifying	82	(19)
Measuring	101	(29)
Length	101	(2)
Volume	103	(2)
Weight or Mass	105	(1)
Temperature	106	(2)
Time	108	(1)
Metric versus Conventional Units	109	(21)
Interrelationships among the Basic Processes	130	(1)
The Integrated Processes	130	(1)
The Pendulum	131	(6)
Identifying and Controlling Variables	137	(5)
Formulating and Testing Hypotheses	142	(8)
Interpreting Data	150	(8)
Defining Operationally	158	(4)
Experimenting	162	(4)
Constructing Models	166	(7)
The Process-Oriented Objective	173	(1)
Conclusion	174	(1)
Additional Questions for Discussion	174	(1)
Notes	175	(2)
Constructivism in Elementary Science Education	177	(40)
Constructivism	180	(8)
Prior Beliefs	182	(1)
Conceptual Change	183	(1)
Cognitive Disequilibration	184	(2)
Validity of Self-Constructed Conceptualizations	186	(2)
Inquiry	188	(3)
Constructivism and Science Learning	189	(2)
Piaget, the Constructivist	191	(4)
Mechanism of Constructing Knowledge	191	(3)
Brain Research and the Construction of Knowledge	194	(1)
Vygotsky, the Social Constructivist	195	(1)
Characteristics of Constructivist Teaching	196	(1)
Stages of Cognitive Development	197	(12)
Sensorimotor Stage	197	(1)
Preoperational Stage	198	(1)
Concrete Operational Stage	199	(7)
Formal Operational Stage	206	(3)
Stage Overlapping	209	(1)
Dinosaurs and the Solar System	209	(7)
Conclusion	216	(1)
Additional Questions for Discussion	216	(1)
Notes	216	(1)
Inquiry	217	(36)
The Expository-Discovery Continuum	218	(14)
Expository Methodology	219	(1)
Free-Discovery Methodology	219	(4)
Guided-Inquiry Methodology	223	(3)
Process-Oriented Inquiry	226	(1)
Ausubel's Instructional Model	227	(2)
The Expository-Free Discovery Continuum Revisited	229	(3)
Teacher Voice	232	(2)
The Guided-Inquiry Lesson Plan	234	(6)
Microteaching	240	(2)
Is Learning Taking Place?	242	(6)
Is Hands-On Minds-On?	242	(1)
Deductive versus Inductive Teaching Styles	243	(1)
Who Owns the Knowledge?	244	(4)
A Different Kind of Bloom	248	(3)
Conclusion	251	(1)
Additional Questions for Discussion	251	(1)
Notes	251	(2)
Learner Differences	253	(42)
Some Differences in the Ways Children Learn	255	(1)
Learning Styles	255	(17)
Visual, Auditory, and Tactile/Kinesthetic Learning Modalities	256	(9)
Locus of Control	265	(3)
Field Dependence/Field Independence	268	(3)
Teachers' Learning Styles	271	(1)
Multiple Intelligences	272	(3)
Teacher Voice	275	(2)
Science Education for Children with Disabilities	277	(3)
Gender Bias	280	(1)
Science Education for Language-Minority Children	281	(3)
Science Education for Gifted and Talented Children	284	(2)
Multicultural Factors	286	(7)
Attitude in Multicultural Education	286	(1)
Multicultural Methodology	287	(2)
Multicultural Curriculum	289	(4)
Conclusion	293	(1)
Additional Questions for Discussion	293	(1)
Notes	294	(1)
Assessment	295	(44)
Authentic Assessment	297	(2)
What Is Assessed in Elementary Science Education?	299	(14)
Assessment of Process Skills	299	(7)
Assessment of Inquiry	306	(4)
Assessment of Attitude	310	(2)
Assessment of Content	312	(1)
Additional Authentic Assessment Techniques	313	(11)
Interviewing	313	(2)
Journals	315	(1)
Portfolios	316	(6)
Assessment Techniques that Support Learner Differences	322	(2)
Report Cards	324	(2)
High-Stakes Testing and the Standardized Achievement Test	326	(4)
Assessment of the Elementary Science Teacher and Program	330	(5)
Teacher Voice	335	(2)
Conclusion	337	(1)
Additional Questions for Discussion	337	(1)
Notes	337	(2)
The Elementary Science Classroom	339	(42)
Trust	340	(7)
Strategies for Successful Science Activities	347	(1)
Safety in the Elementary Science Classroom	348	(6)
Equipment and Materials	354	(1)
Animals and Plants in the Classroom	355	(2)
Family Involvement	357	(4)
Classroom Organization	361	(1)
Cooperative Teaching and Cooperative Learning	361	(2)
Time Management	363	(1)
Classroom Management	364	(2)
Teacher Voice	366	(2)
Outdoor Classrooms	368	(3)
Science Outside the Classroom	371	(7)
Field Trips	371	(5)
Nontraditional Science Settings	376	(2)
Revisiting Your Metaphor	378	(1)
Conclusion	379	(1)
Additional Questions for Discussion	379	(1)
Notes	379	(2)
PART 2 Beyond the Science Classroom	381	(124)
Reading, Writing, and Interdisciplinary Approaches	383	(42)
Reading, Writing, and Literature	385	(26)
Integrating Children's Literature and Science	387	(14)
Science Textbooks	401	(8)
The Role of Reading and Writing in Elementary Science	409	(2)
Interdisciplinary Approaches	411	(6)
Two Interdisciplinary Models	413	(4)
Teacher Voice	417	(5)
Science, Technology, and Society	419	(2)
Personal Bias in STS Projects	421	(1)
Conclusion	422	(1)
Additional Questions for Discussion	422	(1)
Notes	423	(2)
Technology in Elementary Science Education	425	(42)
Why Use Advanced Technology in Elementary Science Education?	429	(2)
Widespread Use of Computer Technology	429	(1)
Familiarity with Advanced Technology	429	(1)
Technological Access to Information	429	(1)
Computer Support in Inquiry Investigations	430	(1)
Support of Learning Differences through Technology	430	(1)
Use of Computer Technology by Scientists	431	(1)
Computers in the Elementary Science Classroom	431	(1)
A Technology Inquiry Continuum	432	(1)
Tutoring Uses of Computers	433	(1)
Interactive Uses of Computers	434	(9)
Word Processing and Desktop Publishing Applications	434	(1)
Spreadsheet, Database, and Graphing Applications	435	(6)
Presentation Applications	441	(1)
Graphic Organizer Software	441	(1)
Simulation and Animation Applications	441	(1)
CD-ROM Information Base Applications	442	(1)
Experimenting Uses of Computers	443	(2)
Evaluating Computer Software	445	(2)
Sources of Computer Software	445	(2)
The Internet	447	(3)
Using the Internet in the Elementary Science Classroom	450	(4)
WebQuests	450	(1)
School and Class Web Sites	451	(1)
Scientific Research	452	(1)
Bringing the World into the Classroom	452	(1)
Internet Safety	453	(1)
E-mail	453	(1)
Video in the Elementary Science Classroom	454	(1)
Interactive Whiteboards	455	(1)
Technology for Teachers	455	(2)
Teacher Voice	457	(4)
Getting Started	461	(3)
Conclusion	464	(1)
Additional Questions for Discussion	464	(1)
Notes	465	(2)
Concept Mapping in Elementary Science	467	(18)
Exploring Concept Mapping	468	(7)
Concept Mapping Technique	475	(2)
Uses of Concept Maps in Elementary Science Education	477	(5)
Using Concept Maps for Lesson Planning	478	(1)
Using Concept Maps in Instruction	479	(2)
Using Concept Maps for Assessment	481	(1)
Uses of Concept Maps by Children	482	(1)
Teacher Voice	482	(2)
Conclusion	484	(1)
Additional Questions for Discussion	484	(1)
The Elementary Science Education Professional	485	(20)
Decisions about Methodology	487	(1)
Decisions about Curriculum	488	(4)
The Elementary Science Teacher as Researcher	492	(4)
Professional Organizations	496	(3)
Science Education Organizations	497	(2)
Early Childhood Education Organizations	499	(1)
Professional Workshops and Seminars	499	(1)
Grants	500	(2)
Excellence in Science Teaching	502	(1)
Conclusion	503	(1)
Additional Questions for Discussion	503	(1)
Notes	504	(1)
PART 3 Back to the Future	505	(18)
A Model of Teaching By Listening	507	(16)
The Need for a Different Model	509	(1)
A Model of Teaching by Listening	510	(10)
Topic Selection Phase	511	(3)
Plan of Action Phase	514	(1)
Activity Phase	515	(2)
Evaluation Phase	517	(1)
The Next Cycle	517	(3)
Management	520	(1)
Concluding Remarks	520	(2)
Notes	522	(1)
Appendix A Activities Cross-Referenced to Basic Scientific Concepts and Principles	523	(3)
Appendix B Listing of Children's Literature	526	(4)
Glossary	530	(5)
References	535	(28)
Index	563