Teaching Science for All Children: Inquiry Methods for Constructing Understanding (with "Video Explorations" VideoWorkshop CD-ROM)

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

• ISBN13: 9780205431533
• ISBN10: 0205431534
• Edition: 3rd
• Format: Paperback w/CD
• Copyright: 2005-01-01
• Publisher: Allyn & Bacon

Summary

This compact, paperback volume provides preservice teachers with STRATEGIES AND METHODS of teaching science in the K-8 classroom using Inquiry.The authors integrate the NSE standards, constructivism, and technology, into their popular "E" approach to teaching. Exploration, Explanation, Expansion, and Evaluation make up the 4 "E's" of the learning cycle model first invented by Robert Karplus as part of the Science Curriculum Improvement Study in the 1960s. Teaching Science for All Children: Inquiry Methods for Constructing Understanding provides methods for future teachers to foster awareness among their students of the nature of science; to implement skills in the classroom using science inquiry processes; and to develop in their students an understanding of the interactions among science, technology, and society.

Table of Contents

Preface	xiii
chapter 1 What Is Science?	3	(30)
Introduction	4	(1)
How Do Children Perceive Science?	5	(3)
Science Is	5	(2)
Scientists Are	7	(1)
What Changes Have Occurred in Elementary Science?	8	(2)
Teaching and Learning	8	(2)
The Nature of Science	10	(2)
Three Essential Features of Science	12	(15)
Science Attitudes	12	(24)
VIDEO EXPLORATIONS: Science Is...	14	(3)
Science Process Skills	16	(1)
WHAT RESEARCH SAYS: Attitudes and the Nature of Science	17	(7)
Science Knowledge	21	(3)
4-E FEATURE LESSON: Air	24	(3)
The Aims of Standards and Research-Based Reform in Science Education	27	(3)
TEACHERS ON SCIENCE TEACHING: How Do Science and Real Life Connect?	28	(2)
Chapter Summary	30	(1)
Discussion Questions	30	(1)
Build a Portfolio or E-Folio	31	(2)
chapter 2 Learning Science	33	(32)
Introduction	35	(1)
What Role Does Brain Development and Processing Play in Learning?	36	(4)
Simplified Brain Anatomy	36	(1)
Simplified Brain Development and Function	37	(1)
Signal Processing	38	(1)
Making Connections Makes Learning	39	(1)
Where Do Children's Ideas Come From and How Do They Influence Learning?	40	(5)
Preconceptions	41	(1)
Misconceptions	41	(3)
What Do We Know About Children's Ideas?	44	(1)
What Is the Dominant Perspective About How Children Learn Science?	45	(9)
Jessica: A Constructivist Attempt	45	(9)
WHAT RESEARCH SAYS: Brain-Based Learning	46	(6)
Constructivism	48	(3)
Jessica: The Novelty Wore Off	51	(1)
TEACHERS ON SCIENCE TEACHING: How Can You Teach Skills Now, Content Later?	52	(2)
What Techniques and Roles Support Constructivist Learning?	54	(8)
A Constructivist Learning and Teaching Model	54	(1)
Constructivist Teaching Roles	55	(13)
4-E FEATURE LESSON: Bubbles	56	(4)
How Jessica Constructs Knowledge	58	(2)
VIDEO EXPLORATIONS: What Is Constructivism?	60	(2)
Chapter Summary	62	(1)
Discussion Questions	63	(1)
Build a Portfolio or E-Folio	63	(2)
chapter 3 Inquiry for All Children	65	(44)
Introduction	67	(1)
Science for All	68	(17)
Celebrating Diversity	68	(3)
How Can You Help Non-English-Speaking Students?	71	(4)
Is Gender Equality a Special Need?	75	(10)
TEACHERS ON SCIENCE TEACHING: How Can You Teach Science for All Children?	76	(18)
Similarities in Learning	82	(3)
Science for Exceptional Children	85	(15)
Teaching Children Who Have Learning Disabilities	86	(4)
Teaching Children Who Have Cognitive Disabilities	90	(1)
Teaching Children Who Have Physical Difficulties	91	(3)
Teaching Learners Who Are Gifted and Talented	94	(6)
WHAT RESEARCH SAYS: Teaching Students Who Have Exceptionalities	96	(2)
4-E FEATURE LESSON: Magnets	98	(2)
How Can Parents Help Meet Children's Special Needs?	100	(5)
How Can Parents Help Their Children Study and Prepare for Science?	101	(12)
VIDEO EXPLORATIONS: Inquiry for All Children	102	(17)
What Are Some Extra Science Activities Parents Can Do to Help Their Children?	104	(1)
Chapter Summary	105	(1)
Discussion Questions	105	(1)
Build a Portfolio or E-Folio	106	(3)
chapter 4 Planning Inquiry Lessons	109	(32)
Introduction	111	(1)
Using the National Science Education Standards for Content and Promoting Inquiry	112	(1)
Concept Mapping	113	(11)
Necessary Definitions	114	(1)
What Are Concept Maps?	115	(1)
Why Develop Concept Maps?	116	(3)
Steps for Developing a Concept Map	119	(5)
VIDEO EXPLORATIONS: Planning Inquiry Lessons	122	(2)
Planning Constructive Inquiry Science Lessons	124	(14)
Selecting Performance Outcomes and Developing Curriculum	124	(20)
WHAT RESEARCH SAYS: Standards-Based Science Lesson Planning	126	(6)
Planning the Lesson-4-Es	126	(6)
4-E FEATURE LESSON: Physical Properties of Matter	132	(5)
TEACHERS ON SCIENCE TEACHING: How Can You Create Learning Opportunities?	137	(1)
Chapter Summary	138	(1)
Discussion Questions	139	(1)
Build a Portfolio or E-Folio	139	(2)
chapter 5 Assessing Student Performance: How Can You Assess Student Learning?	141	(38)
Introduction	143	(1)
Evaluating Student Learning	144	(32)
Limits and Purposes of Assessments	144	(1)
Alignment of the Assessment and the Lesson	145	(37)
4-E FEATURE LESSON: Simple Circuits	146	(3)
Selecting the Tool for the Task	148	(1)
TEACHERS ON SCIENCE TEACHING: Embedded Assessment	149	(1)
VIDEO EXPLORATIONS: Assessment	150	(8)
WHAT RESEARCH SAYS: Assessment: What to Emphasize?	158	(18)
Chapter Summary	176	(1)
Discussion Questions	176	(1)
Build a Portfolio or E-Folio	177	(2)
chapter 6 Inquiry for Scientific Literacy	179	(42)
Introduction	181	(1)
What Is Scientific Literacy?	182	(2)
Defining Scientific Literacy	182	(1)
Promoting Scientific Literacy	183	(1)
Science as Inquiry for Literacy	184	(3)
The Importance of Scientific Inquiry	185	(2)
Methods That Use Inquiry to Promote Student Concept Formation and Discovery	187	(8)
The 4-E Science Learning Cycle	187	(36)
4-E FEATURE LESSON: Make a Sinker Float: Clay Boats	192	(3)
Scientific Method: How Can You Use Principles of Scientific Experimentation While Teaching?	195	(16)
VIDEO EXPLORATIONS: The 4-E Learning Cycle	196	(4)
The Principles of Scientific Inquiry as a Teaching Method	198	(2)
WHAT RESEARCH SAYS: The Science Learning Cycle	200	(12)
Suchman's Inquiry: How Can You Get Students to Think and Question?	200	(4)
Demonstrations for Inquiry	204	(1)
Can Children Learn Science Through Play?	205	(4)
Problem-Based Learning	209	(2)
Techniques for Promoting Student Cooperation	211	(6)
TEACHERS ON SCIENCE TEACHING: What Is a Question Box?	212	(13)
Cooperative Learning in Science	212	(2)
Cooperative Inquiry Groups	214	(3)
Recommendations for Enhancing Students' Learning of Science	217	(1)
Chapter Summary	218	(1)
Discussion Questions	219	(1)
Build a Portfolio or E-Folio	219	(2)
chapter 7 Questioning and Inquiry	221	(38)
Introduction	222	(1)
Questions on Questions	223	(10)
What Kinds of Questions Do Teachers Ask and What Kinds of Answers Do They Require?	224	(1)
Why Do Teachers Use Questions?	224	(1)
How Do Questions Affect Students?	225	(23)
TEACHERS ON SCIENCE TEACHING: How Do Questions Create Independent Thinkers?	226	(8)
How Are Teacher Questions and Student Answers Related?	228	(1)
How Do Teachers Use Questions to Involve All Students?	228	(1)
What Is Wait-Time and Why Is It Important?	229	(2)
What Types of Questions Are Used Most in Elementary Science Books and Tests?	231	(2)
What Are the Different Types of Questions?	233	(11)
WHAT RESEARCH SAYS: Using Questions in Science Classrooms	234	(6)
4-E FEATURE LESSON: Investigating Soil	240	(4)
What Are the Keys to Effective Questioning?	244	(3)
How Can You Improve Your Questioning?	247	(1)
Why Use Students' Questions?	248	(8)
Why Bother with Students' Questions?	248	(1)
How Can You Stimulate Students' Questions?	249	(12)
VIDEO EXPLORATIONS: Questioning	250	(14)
How Can You Use Students' Questions Productively?	255	(1)
Chapter Summary	256	(1)
Discussion Questions	257	(1)
Build a Portfolio or E-Folio	257	(2)
chapter 8 Integration-How Can I Do It All?	259	(24)
Introduction	260	(1)
What Is Integration?	260	(1)
Approaches to Integration	261	(14)
Across the Standards Approach	261	(3)
Driving Question Approach	264	(22)
4-E FEATURE LESSON A: Pollution Search: Across the Standards Approach	268	(4)
WHAT RESEARCH SAYS: Integration and the Curriculum	272	(3)
Challenges to Integration	275	(6)
4-E FEATURE LESSON B: Pollution Search: Driving Question Approach	276	(2)
VIDEO EXPLORATIONS: Integration	278	(2)
TEACHERS ON SCIENCE TEACHING: Science Comes to Life for Students and Teachers	280	(1)
Chapter Summary	281	(1)
Discussion Questions	281	(1)
Build a Portfolio or E-Folio	281	(2)
chapter 9 Safety: Creating a Safe, Efficient, Inquiry-Based Science Classroom	283	(58)
Introduction	285	(1)
Recommendations for Safe Science Experiences	286	(4)
Overcrowding and Class Size	288	(1)
Teacher Characteristics	289	(1)
How Do You Plan for Safety?	290	(1)
What Are Your Legal Responsibilities?	291	(20)
Tort	291	(20)
4-E FEATURE LESSON: Cooling Crystals	292	(21)
Reasonable and Prudent Judgment	296	(1)
Foreseeability	297	(1)
Negligence	297	(1)
Due Care	297	(8)
Federal and State Legislation	305	(6)
Safety Equipment	311	(3)
Electrical Equipment	311	(1)
Heating Equipment	311	(1)
Flammable Liquid Storage	312	(1)
Loose Clothing and Long Hair	312	(1)
Fire Blankets	312	(1)
Fire Extinguishers	313	(1)
Eyewash and Shower	313	(1)
Performing Safety Assessments	314	(5)
VIDEO EXPLORATIONS: Safety	315	(4)
What Materials Are Necessary for the Activities?	319	(7)
Items Purchased Through a Scientific Supplier	320	(1)
Items Purchased Locally	321	(1)
Items Made from Recycled Materials	322	(1)
Live Items	323	(2)
Safety/First-Aid Kits	325	(1)
Storage	326	(4)
Central or Classroom Storage Access	326	(3)
Storing and Dispensing Materials	329	(1)
Room Arrangement	330	(7)
Large-Group Science Activities	331	(35)
WHAT RESEARCH SAYS: Class Size and Science Achievement	332	(14)
Science Learning Centers	332	(4)
Bulletin Boards and Other Displays	336	(1)
One Final Thought	337	(1)
Chapter Summary	338	(1)
Discussion Questions	338	(1)
Build a Portfolio or E-Folio	339	(2)
chapter 10 Using Educational Technology to Enrich the Classroom	341	(24)
Introduction	344	(1)
Why Use Educational Technology?	345	(12)
VIDEO EXPLORATIONS: Technology	346	(7)
National Educational Technology Standards	348	(1)
Levels of Use	349	(3)
The Networked Classroom-Removing the Walls	352	(1)
TEACHERS ON SCIENCE TEACHING: Bringing Students Eureka! Moments	353	(5)
Emerging Technologies in the Science Classroom	356	(1)
How Can Educational Technology Be Applied in the Context of Science Teaching?	357	(4)
4-E FEATURE LESSON: Impact of Light in the Forest	358	(3)
Chapter Summary	361	(1)
Discussion Questions	362	(1)
Build a Portfolio or E-Folio	362	(3)
chapter 11 Resources for Best Practices	365	(32)
Introduction	366	(1)
Lessons Learned	366	(4)
Legacy of the Past	366	(1)
Alphabet Soup Programs	367	(2)
Significant Gains	369	(1)
Selecting and Using Textbooks	370	(9)
Shortcomings and Differences in Textbooks	370	(1)
Enhancing the Textbook	371	(8)
TEACHERS ON SCIENCE TEACHING: How Toys Can Enhance Your Teaching	373	(6)
Changing the Sequence	373	(2)
Selecting the Best Textbook	375	(3)
Using Trade Books	378	(1)
Best Practices	379	(4)
Identifying Best Practices	379	(4)
WHAT RESEARCH SAYS: Emphasis on Excellence	380	(8)
A Site for Best Practices	381	(1)
Supported Beliefs About Effective School Science Programs	381	(2)
Resources for Best Practices 383 Programs and Print Resources	383	(12)
VIDEO EXPLORATIONS: Science Resources	388	(2)
4-E FEATURE LESSON: Water Cycle	390	(5)
Human Resources	392	(3)
Chapter Summary	395	(1)
Discussion Questions	395	(1)
Build a Portfolio or E-Folio	396	(1)
Appendix: National Science Education Standards: Content Standards for K-4 and 5-8	397	(6)
References	403	(10)
Index	413