Teaching Science for Understanding A Practical Guide for Middle and High School Teachers

by Gallagher, James J.

• ISBN13: 9780131144255
• ISBN10: 0131144251
• Edition: 1st
• Format: Paperback
• Copyright: 2006-03-31
• Publisher: Pearson

Summary

Teaching Science for Understanding, 1/e Written by the leading science educator in the country, Teaching Science for Understanding challenges you to transform your ideas about teaching from passive, direct learning to active, inquiry learning. To do so, the author demonstrates science teaching through three different levels of learning activities: bull; bull; building studentsrs" base of information bull; developing understanding bull; applying knowledge Each chapter guides you through the type of planning and instruction you will need to create a constructivist environment in your classroom, providing you with specific activities and examples to illustrate how you can teach science for understanding. Unique Features: Science ReformIdentifies the four major elements of a new vision for science education; science for all, teaching and learning for understanding, a broader vision of science, and a reduction of the amount of science content offered in middle and secondary school teaching. Supporting these elements are Project 2061, Science for All Americans, National Science Standards and No Child Left Behind. Active Learningpromotes students engaged in constructing their own learning and assists teachers in knowing their role in deciding when to withhold help, when to give help, and what help to give. Instructional Model for Teaching Science for Understandingshares a design for planning objectives, ongoing assessment and learning activities through a sample lesson on photosynthesis. Excerpts from best-selling Middle School and Secondary Textbooks and Teacher GuidesAppearing in Chapters 10-14, explicit examples of textbook pages and teacher guides illustrate how teachers can use textbooks as enrichment, background knowledge and resources as a part of teaching science for understanding.

Author Biography

James Gallagher is Professor of Science Education at Michigan State University.  During his tenure at Michigan State University, Dr. Gallagher has been engaged in teacher education and staff development on campus, nationally, and internationally.  He has worked with MSU’s Professional Development School program and both undergraduate and graduate courses for prospective science teachers.  He also has conducted a widely recognized program for staff development of teachers in Michigan and Ohio.  He directed a research and development program on classroom-based assessment that has influenced the quality and effectiveness of teaching and learning in middle school science. He recently co-directed a project studying leadership development in science and mathematics education, and a professional development project for teachers in rural schools in Michigan. 

 

Dr. Gallagher has been a leader in the current reform efforts in the United States.  He was a member of the writing team on the National Research Council’s National Science Education Standards, and he coordinated development of AAAS Project 2061’s Blueprint for Teacher Education.  He serves as an advisor for 2009 revision of the National Assessment of Educational Progress and as a member of the international Steering Committee for the Third International Mathematics and Science Study — Multinational Video Study.  He has published widely with nearly 100 reports, journal articles, and chapters in books.  He was the 1998 winner of the Award for Distinguished Contributions to Science Education through Research, which is the highest award given by the National Association for Research in Science Teaching. 

Table of Contents

Why Should We Teach Science for Understanding?	1	(11)
A New Paradigm for Science Teaching and Learning	2	(1)
Why Is a New Paradigm Essential?	3	(1)
Formulating a New Paradigm for Science Education	3	(1)
Emergence of New Standards for Science in Schools	4	(1)
Impact of Project 2061 and the National Science Education Standards	5	(1)
A New, Long-Term Approach to Change in Science Curriculum, Teaching, and Assessment	5	(1)
How Have New Ideas about Learning Science Changed Our Thinking?	6	(1)
How Should Science Teaching Change?	7	(1)
What Does Teaching for Science Understanding Look Like?	8	(1)
Teaching Science for Understanding IS Rocket Science!	9	(1)
Classroom Management	9	(1)
Why Do You Need a Book on Teaching Science for Understanding?	10	(2)
Journal Questions	11	(1)
What Does It Mean to Understand Science?	12	(15)
Ideas Underlying the New Paradigm	13	(3)
Science as Public Knowledge	13	(1)
Understanding the Multiple Dimensions of Science	14	(1)
Teaching and Learning with Understanding	14	(2)
Understanding Is Demonstrated Through Actions	16	(1)
Elements of Understanding	16	(4)
Understanding Concepts	16	(3)
Understanding Whole Disciplines	19	(1)
Understanding Single Elements and Extensive Communications	19	(1)
Model-based Reasoning	20	(1)
Six Facets of Understanding	20	(5)
Facet 1: Explanation	20	(1)
Facet 2: Interpretation	21	(1)
Facet 3: Application	21	(1)
Facet 4: Perspective	22	(1)
Facet 5: Empathy	23	(1)
Facet 6: Self-knowledge	24	(1)
Enriching Your Own Lives and Your Students' Lives	25	(2)
Journal Questions	25	(2)
An Initial Planning Model for Teaching Science for Understanding: First Steps in Transforming Your Teaching and Students' Learning	27	(13)
A Useful Example of Planning Instruction	28	(1)
Teaching and Learning about Photosynthesis in Ways That Nurture Understanding	29	(1)
Generating a Conversation with Students to Learn about Their Ideas	30	(1)
Examining Sample Objectives of the Photosynthesis Lesson	30	(2)
Objective 5---Transformation of Sugar by Plants	30	(1)
Objectives 3 and 6---Inquiry and the Nature of Science	31	(1)
A Model to Guide Design and Planning	32	(2)
Establishing Objectives and Assessment	32	(1)
Designing Learning Activities	33	(1)
Using the Planning Model to Interpret Activities in Teaching Photosynthesis	34	(2)
Reflecting on the Photosynthesis Activities	36	(1)
Research-based Knowledge on Teaching for Understanding	37	(2)
A Final Note	39	(1)
Journal Questions	39	(1)
Models of Teaching Science for Understanding through Inquiry	40	(14)
Inquiry as an Essential Part of Science Teaching	30	(12)
How Does Learning Occur through Inquiry?	42	(2)
The Learning Cycle: Five Es/Seven Es	44	(1)
The Apprenticeship Model: Modeling, Coaching, Fading	45	(2)
Conceptual Change Model	47	(1)
Students' Ideas and Reasoning	47	(1)
Piaget's Equilibration Model	48	(2)
Conceptual Change Approach and Teaching for Understanding	50	(1)
Applying the Models to Planning, Teaching, and Assessing Students	51	(3)
Journal Questions	53	(1)
Teaching Strategies That Foster Understanding	54	(15)
Creating an Environment for Active Learning	54	(3)
Establishing and Sustaining Effective Group Work	57	(4)
Fostering Development of Skills for Effective Group Work in Science Classes	57	(2)
Supporting Responsibility of Group Members	59	(1)
Organizing Students in Groups	60	(1)
Employing Writing as a Learning Tool in Science	61	(4)
How Does Writing Help Students Learn Science?	61	(1)
Helping Students Get Started in Writing in Science Classes	62	(1)
Concept Maps	63	(1)
Inquiry and Writing	64	(1)
Writing and Assessment	65	(1)
Supporting Effective Classroom Discourse That Enriches and Supports Understanding and Application of Science	65	(4)
Strategies for Improving the Quality and Effectiveness of Classroom Discourse	66	(2)
Journal Questions	68	(1)
Examining Food For Plants	69	(22)
Food for Plants	70	(5)
The Objectives of the Unit	70	(2)
Understanding the Teaching Model Employed in the Unit	72	(1)
The Teacher's Role	72	(2)
Where Is Assessment in This Model?	74	(1)
Getting into Activities in Food for Plants	75	(1)
A Closer Look at Food for Plants	75	(12)
Part 1. Activities That Engage Students in the Problem and Elicit Students' Ideas	77	(1)
Part 2. Activities to Explore Phenomena and Challenge Students' Naive Ideas	78	(3)
Part 3. Activities That Present New Ideas Using a Variety of Representations That Can Help Make Clear the Contrast with Students' Initial Ideas	81	(4)
Part 4. Activities to Practice Using, and Coming To, New Concepts in Relationship to Students' Preconceptions	85	(2)
Additional Valuable Resources	87	(2)
Where Is Inquiry in This Model?	89	(2)
Journal Questions	90	(1)
Why Is Formative Assessment Essential?	91	(16)
What Is Formative Assessment?	92	(1)
A Conceptual Model for Formative Assessment	93	(7)
Our Research and Development Project	95	(3)
An Example from a Middle School Classroom	98	(2)
How Experienced Teachers Use Formative Assessment	100	(1)
Support Needed by Teachers	101	(2)
Positive Effects of Formative Assessment	103	(1)
Effects on the Classroom and School Environment	103	(1)
Effects on Students' Learning and Motivation	103	(1)
Scoring and Grading	103	(1)
Relation of Formative Assessments and External Examinations	104	(3)
Journal Questions	105	(2)
Criteria to Guide Planning and Teaching Science for Understanding: An Advanced Model for Planning	107	(13)
Project 2061 Criteria for Evaluating Instructional Materials	108	(1)
How Can These Criteria Help You Teach More Effectively?	108	(1)
Mathematics and Science Instructional Categories and Criteria	109	(1)
Category I: Formulating Goals and a Sense of Purpose with Students	109	(2)
Category II: Taking Account of Students' Ideas and Reasoning	111	(2)
Category III: Engaging Students with Relevant Phenomena	113	(2)
Category IV: Developing and Using Scientific Ideas	115	(1)
Category V: Promoting Student Thinking about Phenomena, Experiences and Knowledge	115	(3)
Category VI: Assessing Student Progress	118	(1)
Category VII: Enhancing the Science Learning Environment	118	(1)
Application of Criteria by Teachers	119	(1)
Journal Questions	120	(1)
A Plan for Planning: Using Criteria to Select Resources and Plan Instruction	120	(10)
Using Modified Criteria to Select Instructional Materials	120	(1)
Using Criteria to Plan Lesson Sequences: Building Synergy among Teachers, Students, and Instructional Resources	121	(1)
Planning Effective Lesson Sequences that Result in Students' Learning with Understanding	122	(2)
Importance of Having Clear Purposes and Objectives	124	(1)
Using Criteria: Getting Started in Selecting Materials and Planning Instruction	125	(5)
Journal Questions	128	(2)
Planning a Middle School Lesson Sequence on Newton's Second Law	130	(28)
A Plan for Planning	130	(3)
Selected Pages from Focus on Physical Science	133	(1)
Identifying and Clarifying Goals and Purposes for the Lesson Sequence	133	(4)
Creating a Supportive, Motivating Environment for Students	137	(1)
Students' Ideas and Assessment	138	(4)
Planning Assessment of Students' Learning	142	(2)
A Sample Summative Assessment	142	(1)
A Sample Preassessment	142	(2)
Analyzing Preassessment Data	144	(1)
Organizing Activities	144	(12)
Part 1. Introducing Acceleration	145	(4)
Part 2. Formalizing Ideas about Acceleration	149	(4)
Part 3. Exploring Newton's Second Law	153	(3)
Developing a Schedule of Activities	156	(2)
Journal Questions	157	(1)
Planning a High School Lesson Sequence on Cells	158	(23)
Description of Prentice Hall Biology	161	(1)
Selected Pages from Prentice Hall Biology	182
Planning the Lesson Sequence	162	(19)
Categories I and VII: Goals, Purposes, and Learning Environment	162	(10)
Categories II and VI: Students' Ideas and Assessment	172	(3)
Categories III through V: Learning Activities	175	(4)
Journal Questions	179	(2)
Planning a High School Lesson Sequence on Stoichiometry	181	(25)
Description of Prentice Hall Chemistry	181	(19)
Selected Pages from Prentice Hall Chemistry	182	(18)
Planning the Lesson Sequence	200	(6)
Categories I and VII: Goals, Purposes, and Learning Environment	200	(1)
Categories II and VI: Students' Ideas and Assessment	201	(1)
Categories III through V: Learning Activities	202	(3)
Journal Questions	205	(1)
Planning a High School Lesson Sequence on Refraction	206	(27)
Description of Conceptual Physics	207	(1)
Planning the Lesson Sequence	207	(26)
Categories I and VII: Goals, Purposes, and Learning Environment	207	(1)
Selected Pages from Conceptual Physics	208	(16)
Categories II and VI: Students' Ideas and Assessment	224	(3)
Categories III through V: Learning Activities	227	(5)
Sequencing Activities	232	(1)
Journal Questions	232	(1)
Planning a Middle School Lesson Sequence on Weather	233	(35)
Description of Weather and Water	233	(25)
Selected Pages from Weather and Water	234	(24)
Planning the Lesson Sequence: Goals, Purposes, and Learning Environment	258	(2)
Planning the Lesson Sequence: Students' Ideas and Assessment	260	(2)
Students' Ideas	260	(1)
Preassessment	261	(1)
Summative Assessment	261	(1)
Planning the Lesson Sequence: Activities That Promote Learning with Understanding	262	(6)
Sequencing Activities	266	(1)
Journal Questions	267	(1)
Continuing Your Professional Development	268	(10)
The Importance of Teamwork	268	(5)
Initiating Work with Colleagues	270	(3)
Impediments to Teaching and Learning Science for Understanding	273	(3)
How Exemplary Teachers Overcome Impediments	274	(2)
Becoming a Leader in Your Field	276	(2)
Journal Questions	277	(1)
References	278	(5)
Name Index	283	(2)
Subject Index	285