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What do you get when you bring together two of NSTA’ s bestselling authors to ponder ways to deepen students’ conceptual understanding of science? A fascinating combination of deep thinking about science teaching, field-tested strategies you can use in your classroom immediately, and personal vignettes all educators can relate to and apply themselves.
Teaching for Conceptual Understanding in Science is by Richard Konicek-Moran, a researcher and professor who wrote the Everyday Science Mysteries series, and Page Keeley, a practitioner and teacher educator who writes the Uncovering Student Ideas in Science series. Written in an appealing, conversational style, this new book
• explores where science education has been and where it’ s going;
• emphasizes how knowing the history and nature of science can help you engage in teaching for conceptual understanding and conceptual change;
• stresses the importance of formative assessment as a pathway to conceptual change; and
• provides a bridge between research and practice.
This is the kind of thought-provoking book that can truly change the way you teach. Whether you read each chapter in sequence or start by browsing the topics in the vignettes, Konicek-Moran and Keeley will make you think— really think— about the major goal of science education in the 21st century: to help students understand science at the conceptual level so they can see its connections to other fields, other concepts, and their own lives.
