Title:
The natural investigator : a constructivist approach to the teaching of elementary and middle school science
Personal Author:
Publication Information:
Belmont, CA : Wadsworth/Thomson Learning, 2000
ISBN:
9780534129125
Subject Term:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010172664 | LB1585 B46 2000 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This text will appeal to professors looking for a "thinking teacher's text," based on the most current research, NSES standards, and constructivist theory. Appropriate for both the beginning and advanced science methods courses, it is especially strong in topics pertaining to grades four through eight.
Table of Contents
List of Figures | p. xiii |
List of Activities | p. xvii |
List of Photographs | p. xix |
Preface | p. xxi |
Section I Considering the World of Science | p. 1 |
Chapter 1 Perspectives on the Nature of Science | p. 3 |
What Is Science? | p. 4 |
What Distinguishes the Scientist? | p. 4 |
An Operational Definition of Science | p. 7 |
Science as Problem Solving | p. 9 |
The Processes of Science | p. 10 |
Quick Review | p. 11 |
Science and Culture | p. 11 |
The Impact of Language and Metaphor | p. 12 |
Hypotheses, Models, Theories, and Laws | p. 13 |
Science and Technology | p. 14 |
Quick Review | p. 15 |
Science and Philosophy | p. 15 |
Positivism | p. 16 |
Constructivism | p. 17 |
Comparing Positivism with Constructivism | p. 17 |
Constructivism and the Teaching of Science | p. 19 |
Quick Review | p. 20 |
Conclusion | p. 20 |
Chapter 2 Scientific Knowledge for the Elementary/Middle School Years | p. 23 |
Scope of Elementary/Middle School Science | p. 24 |
Less Is More | p. 25 |
Frameworks for Science Content | p. 25 |
Quick Review | p. 27 |
National Education Standards | p. 27 |
Physical Science | p. 27 |
Life Science Content | p. 29 |
Earth and Space Science Content | p. 31 |
The Additional Content Areas | p. 33 |
Quick Review | p. 35 |
Obstacles to Implementing a Depth-Oriented Science Program | p. 36 |
Conclusion | p. 38 |
Chapter 3 Science Education: The New "Basic" in the Classroom | p. 39 |
Science in the School Curriculum | p. 40 |
A Brief Overview of How Science Became a Part of Education | p. 41 |
The Contemporary Condition of Science in the Public Schools | p. 43 |
Trying to Explain What Has Been Found | p. 45 |
Quick Review | p. 46 |
Why Science Is Important in Elementary and Middle School | p. 46 |
Science Is Utilitarian | p. 47 |
Science Is Humanistic | p. 50 |
Quick Review | p. 51 |
Teaching for Feeling and Valuing | p. 51 |
The Affective Domain in Science Education | p. 51 |
Tapping the Learning Potential of the Child | p. 54 |
Values Formation | p. 55 |
Motivating Children to Learn Science | p. 56 |
Quick Review | p. 62 |
Implications for the Aspiring Teacher | p. 62 |
Metaphors of Instruction | p. 62 |
What You Need to Know | p. 63 |
Quick Review | p. 64 |
Conclusion | p. 65 |
Section II Psychological Foundations for Teaching Science | p. 67 |
Chapter 4 Children's Cognitive Development and the Learning of Science | p. 69 |
Children's Science and Constructivism | p. 70 |
Intended and Actual Outcomes of Instruction | p. 71 |
Children's Science versus Scientists' Science | p. 73 |
Constructivism in Practice | p. 75 |
Children's Misconceptions | p. 77 |
Quick Review | p. 79 |
Facilitating Conceptual Development | p. 80 |
The Conceptual Development Model | p. 80 |
Instructional Implications of the Conceptual Development Model | p. 86 |
Quick Review | p. 88 |
Conclusion | p. 89 |
Chapter 5 Eliciting Children's Conceptions about Science | p. 91 |
The Purpose of Interviews | p. 92 |
The Dynamics of Interviews | p. 93 |
The Nature of Interviews | p. 93 |
Challenges on Many Levels | p. 94 |
Component Questions for Designing Interviews | p. 97 |
Seeking Generalizations and Operational Definitions | p. 98 |
Quick Review | p. 101 |
Conducting Interviews | p. 101 |
Analyzing Interview Responses | p. 103 |
Individual and Group Patterns of Understanding | p. 103 |
Categorizing Responses Relative to Conceptual Development | p. 107 |
Identifying Instructional Implications | p. 109 |
Quick Review | p. 112 |
Finding Time for Interviewing | p. 112 |
Resource Personnel | p. 112 |
Sampling the Class | p. 113 |
Modifying Class Discussion | p. 113 |
Quick Review | p. 114 |
Conclusion | p. 115 |
Section III Methods of Science Teaching for the Elementary and Middle School Grades | p. 117 |
Chapter 6 Developing the Skills of the Natural Investigator | p. 119 |
Children's Questions | p. 120 |
Inquiry | p. 124 |
The Inquiry Approach | p. 124 |
Inquiry Development | p. 127 |
Quick Review | p. 132 |
Science Process Skills | p. 132 |
Basic Science Process Skills | p. 133 |
Integrated Science Process Skills | p. 142 |
Quick Review | p. 142 |
Conclusion | p. 142 |
Chapter 7 Investigations in Science | p. 144 |
There is More Than One Way to Investigate | p. 145 |
Types of Investigations | p. 145 |
Trial and Error | p. 146 |
Documenting | p. 147 |
Prediction Testing | p. 149 |
Product Testing | p. 152 |
Experimenting | p. 154 |
Reflecting | p. 160 |
Generating Models | p. 161 |
Inventing | p. 164 |
Conclusion | p. 174 |
Chapter 8 Designing Science Lessons | p. 176 |
The Three Components of Science Education | p. 177 |
Content, Attitude, and Process | p. 177 |
Survival Values | p. 178 |
Discovery Learning | p. 179 |
The Learning Cycle | p. 181 |
Teaching for Conceptual Change | p. 183 |
Interactive Strategies That Facilitate the Discovery Approach | p. 186 |
Quick Review | p. 190 |
Conclusion | p. 190 |
Chapter 9 Making Real-World Connections | p. 192 |
Relevancy and the Teaching of Science | p. 193 |
Approaches for Relevant Connections | p. 194 |
Real-World Demonstrations | p. 195 |
Relevant Documentation | p. 198 |
Individual Investigations | p. 200 |
Quick Review | p. 201 |
Nontraditional Educational Opportunities | p. 201 |
At Play | p. 202 |
Science Excursions | p. 205 |
Facing Environmental Issues | p. 206 |
Quick Review | p. 209 |
Conclusion | p. 209 |
Section IV Aligning Curriculum, Instruction, and Assessment | p. 211 |
Chapter 10 Science, Technology, and Society: Connections | p. 213 |
What Is STS? | p. 214 |
Science and Technology as a Social Issue | p. 216 |
Social Change: The Big Picture | p. 217 |
Carrying Capacity: The Crunch Is Here | p. 217 |
Considerations for the Future | p. 221 |
Quick Review | p. 225 |
STS in the Classroom | p. 225 |
Infusing STS Education into the Curriculum | p. 225 |
Using Simulations/Role-Playing/Projects | p. 226 |
Helping Children Analyze and Discuss Issues | p. 231 |
Enabling Children to Consider Consequences | p. 231 |
Quick Review | p. 233 |
Conclusion | p. 234 |
Chapter 11 Developing the Elementary/Middle School Science Program | p. 235 |
Goals for Teaching Science | p. 236 |
Scientific Literacy | p. 238 |
Science Appreciation | p. 238 |
Citizen Formation | p. 239 |
Quick Review | p. 241 |
Reform Efforts of the 1950s-1970s: The Alphabet Programs | p. 241 |
Conceptually Oriented Program in Elementary Science (COPES) | p. 243 |
Elementary Science Study (ESS) | p. 243 |
Science--A Process Approach (SAPA/SAPA II) | p. 243 |
Science Curriculum Improvement Study (SCIS/SCISII/SCIIS) | p. 244 |
Intermediate Science Curriculum Study (ISCS) | p. 244 |
Quick Review | p. 244 |
Reform Efforts of the 1980s-1990s | p. 245 |
Science and Technology for Children (STC) | p. 245 |
Full Option Science System (FOSS) | p. 246 |
Science Alive | p. 246 |
Science for Life and Living and Middle School Science and Technology | p. 246 |
Insights | p. 247 |
Quick Review | p. 247 |
Developing the Program at Your School | p. 249 |
Determine the Condition of the Science Program | p. 249 |
Being Prepared | p. 251 |
Make Room for Event-Based Science | p. 251 |
Integrating Science across the Curriculum | p. 255 |
Quick Review | p. 256 |
Conclusion | p. 256 |
Chapter 12 Planning and Managing Science in the Classroom | p. 258 |
Multiple Contexts Require Multiple Approaches | p. 259 |
Creating Spaces That Foster Interaction | p. 260 |
Establishing Learning Centers | p. 261 |
Managing Learning Centers | p. 262 |
Quick Review | p. 264 |
Alternative Patterns for Teaching Science | p. 265 |
Prime Time for Science | p. 265 |
The Value of Planning for Subject Integration | p. 267 |
Quick Review | p. 267 |
The Science Culture of the Classroom | p. 267 |
Planning in Support of Inquiry | p. 269 |
Using the Outdoors and Community Resources | p. 269 |
Planning for a Safe Environment | p. 275 |
Quick Review | p. 277 |
Conclusion | p. 277 |
Chapter 13 Assessment of Student Learning | p. 278 |
The Nature of Assessment | p. 279 |
Traditional Assessment versus Performance-Based Assessment | p. 280 |
Indirect Assessment versus Direct Assessment | p. 281 |
Alternative Forms of Assessment | p. 282 |
Interviews | p. 282 |
Checklists | p. 282 |
Open-ended Questioning | p. 283 |
Science Journals | p. 284 |
Inquiry Reports | p. 285 |
Investigation Reports | p. 287 |
Inventions and Models | p. 288 |
Performance Tests | p. 288 |
Quick Review | p. 289 |
Authentic Assessment Using Portfolios | p. 289 |
The Nature of Portfolios | p. 289 |
The Purpose of Portfolios | p. 290 |
The Value of Portfolios | p. 290 |
Components for Science Portfolios | p. 291 |
Portfolio as Evidence of Cognitive Gain | p. 292 |
Quick Review | p. 293 |
Scoring Rubrics | p. 293 |
Conclusion | p. 294 |
Section V Resources | p. 297 |
Chapter 14 A Compendium of Resources for Teaching Science | p. 299 |
Goals and Objectives for Science and Environmental Education: A Sampler | p. 300 |
Major Science Curriculum Reform Projects | p. 301 |
Guidelines for the National Science Education Standards | p. 301 |
Areas Addressed by the National Science Education Standards | p. 301 |
The Eight Categories of the Content Standards | p. 302 |
Content Standards by Category | p. 302 |
Science Topics Common to K-8 Science | p. 303 |
Earth Space Science | p. 303 |
Living Things | p. 304 |
Matter and Energy | p. 305 |
Safety in the Classroom | p. 306 |
First Aid | p. 306 |
Safety Glasses | p. 306 |
Science-Related General Safety Practices for Teachers | p. 306 |
Suggestions for Working with Chemicals | p. 307 |
Suggestions for Working with Electricity | p. 307 |
Sample Interview Questions | p. 307 |
Day and Night | p. 307 |
Sound | p. 308 |
Shadows | p. 308 |
Light | p. 308 |
Seasons | p. 308 |
Electricity | p. 309 |
Magnetism | p. 309 |
Planning Science Field Trips | p. 309 |
Field Trip Safety | p. 309 |
Toxic Plants | p. 310 |
Plants Poisonous to the Touch | p. 310 |
Plants Poisonous When Eaten | p. 310 |
Plants with Toxic Saps | p. 310 |
Materials and Supplies for an Overnight Camping Experience | p. 310 |
Useful Recipes and Formulas | p. 311 |
Sterilizer for Goggles | p. 311 |
Regular Cleaning Solution | p. 311 |
Goop | p. 311 |
Play Dough | p. 311 |
Bubbles | p. 312 |
Finger Paints | p. 312 |
Notes on Animals in the Classroom | p. 312 |
Resources for Teaching Science | p. 313 |
Books about Science Teaching Resources | p. 313 |
Periodicals | p. 313 |
Science Trade Books | p. 315 |
Resources for Planning Outdoor Activities | p. 317 |
Suppliers of Equipment, Materials, and Media for Teaching Science | p. 317 |
Equipment and Supply Catalog Companies | p. 320 |
Site Related to Science Education on the World Wide Web | p. 321 |
Science Education Associations Homepages | p. 321 |
Research and Resource Sites | p. 321 |
Materials and Supplies Commonly Used in Teaching Science | p. 325 |
Miscellaneous Resources | p. 326 |
References | p. 331 |
Index | p. 343 |
About the Authors | p. 351 |