Teaching the Nature of Science Through Process Skills Activities for Grades 3-8

by Bell, Randy L.

• ISBN13: 9780205433339
• ISBN10: 0205433332
• Edition: 1st
• Format: Paperback
• Copyright: 2007-06-18
• Publisher: Pearson
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Summary

Meet current science education standards with this user-friendly book and integrate fun activities into classroom to promote studentsrs" understanding of the nature of science. Encourages teachers to move beyond teaching science as content and persuade students to think like scientists by incorporating study of science processes and the characteristics of scientific knowledge--the nature of science--into the curriculum. Written for teachers of children in grades 3-8.

Author Biography

Randy L. Bell is a former high school science teacher and Oregon New Science Teacher of the Year. Currently he is an Associate Professor of Science Education at the Curry School of Education, University of Virginia. In addition to preparing science teachers, Randy has written a number of articles for both research journals and practitioner publications such as The Science Teacher and Learning and Leading With Technology. He co-authored the elementary science methods textbook, Constructing Science in Elementary Classrooms (Allyn & Bacon, 2004), and co-edited two books, Science Units for Grades 9-12 (NETS-S Curriculum Series, ISTE, 2005) and Technology in the Secondary Science Classroom (NSF, in press).

Table of Contents

What is science?	p. 13
Observation in science - more than just seeing things!	p. 22
Observation or inference : a "burning" question	p. 36
Humor is in the mind of the beholder	p. 45
The "proof" is in the cookie	p. 63
Trailing fossil tracks	p. 72
Fragmented fossil tales	p. 81
Of cannon balls and tissue paper	p. 99
Laying down the law	p. 113
Scientific theories and the mystery tube	p. 124
Patterns, patterns, everywhere	p. 142
Creativity and constellations	p. 153
Classified information	p. 166
Experiencing experiments	p. 180
Subjectivity and the boiling point of water	p. 188
Perception and conception : two sides of the same coin	p. 202
Of mice, men, and scientists	p. 221
Science as a way of knowing	p. 234
Assessment and the nature of science	p. 250
Conclusion	p. 263
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