Teaching science to every child : using culture as a starting point

목차 (Table of Contents)

• CONTENTS
• Foreword / Gloria Ladson-Billings = xi
• Preface = xix
• CHAPTER 1 - Providing All Students with Access to Science = 1
• Chapter Highlights = 1
• Replacing Stereotypes Regarding Science = 2
• The Worldview of Science = 2
• Science as the Work of "Figuring Things Out" = 5
• The Goal of Proficient Science Students = 9
• Diversity in Many Forms = 11
• Causes of Science Achievement Gaps = 13
• A Clearer Sense for Culture = 15
• A Broader View of Culture = 20
• Science as a Culture for Students = 21
• A Deep and Systemic Look = 22
• Chapter Summary = 22
• Key Terms = 23
• Suggested Readings = 24
• References = 24
• CHAPTER 2 - Nature of Science : Seeing Science from a Bird's Eye View = 27
• Chapter Highlights = 27
• What Is the Nature of Science? = 28
• Unpacking Students' Ideas about the Nature of Science = 29
• Characterizing the Actions of Science : Spheres of Activity and the Mangle of Practice = 30
• Spheres of Activity and Three-Dimensional Learning = 32
• Searching for a Functional Understanding of Scientific Practice = 32
• The Empirical Nature of Science = 33
• The Creativity of Science and Scientific Knowledge = 34
• Creativity and the Construction of Explanations = 37
• Science as a Social Enterprise = 40
• Scientific Knowledge is Open to Revision = 41
• Nature of Science and Diverse Classrooms : Science as a Way of Knowing = 45
• The Nature of Science and Science Teaching = 48
• Chapter Summary = 49
• Key Terms = 49
• Suggested Readings = 50
• References = 50
• CHAPTER 3 - Science Activity : Collecting Information while Investigating = 53
• Chapter Highlights = 53
• Teaching the Activities of Science = 54
• School Science in Transition = 55
• Observing = 56
• Observing and Asking Questions = 59
• Scientific Investigating by Professionals and Children = 61
• A Cultural Feature of Science : Classifying = 62
• Measuring within Investigating = 64
• Investigating : A Foundational Science Activity = 65
• Testing Our Understandings against the World = 66
• Benefits of Making Mistakes = 68
• Predicting and the Scientific Worldview = 68
• A Predicting Investigation = 69
• Chapter Summary = 70
• Key Terms = 71
• Suggested Readings = 71
• References = 71
• CHAPTER 4 - Developing Explanations as a Science Activity = 75
• Chapter Highlights = 75
• Conceptual Models = 76
• Science as an Academic Language = 78
• Scientific Sense-Making through Experimentation = 79
• Chapter Summary = 96
• Key Terms = 97
• Suggested Readings = 98
• Resources = 98
• References = 98
• CHAPTER 5 - Using Theory to Explain and Understand Science Learning = 101
• Chapter Highlights = 101
• What Counts as Learning? = 102
• Learning as the Personal Construction of Knowledge = 112
• Learning as the Social Construction of Knowledge = 117
• Learning Theory for Lifelong Learners = 120
• Chapter Summary = 121
• Key Terms = 122
• Suggested Readings = 123
• References = 123
• CHAPTER 6 - Multiple Strategies to Assess Science Learning = 127
• Chapter Highlights = 127
• Assessment in Broad Strokes = 128
• Assessing with Purpose = 128
• Types of Assessments = 130
• Formal Assessment = 130
• Informal Assessment = 137
• Aligning Assessments with the Curriculum = 139
• Interview as an Assessment Method = 140
• Chapter Summary = 146
• Key Terms = 146
• Suggested Readings = 147
• Web and Out-of-School Resources = 147
• References = 148
• CHAPTER 7 - Questioning Strategies within Science Teaching = 151
• Chapter Highlights = 151
• Behaviorism and Questioning = 152
• How to Ask Questions = 156
• Pulling Together the Pieces in a Diverse Classroom = 166
• Chapter Summary = 170
• Key Terms = 170
• Suggested Readings = 171
• References = 171
• CHAPTER 8 - Varied Approaches to Science Instruction = 173
• Chapter Highlights = 173
• Benefits from Science Learning = 174
• Teaching Science with the Discovery Approach = 175
• The Inquiry Approach to Science Teaching = 179
• Teaching Approaches as Attempts to Solve a Problem = 181
• Conceptual Change Approach to Science Teaching = 183
• Varying Science Approaches in Diverse Classrooms = 187
• Science as an Academic Language = 190
• Special Needs Populations and Science Teaching Approaches = 191
• Building an Instructional Sequence = 192
• The Learning Cycle : Combining Inductive with Deductive Teaching = 197
• Learning Cycle Teaching as Appropriate for All Students = 201
• Chapter Summary = 202
• Key Terms = 203
• Suggested Readings = 204
• References = 204
• CHAPTER 9 - Engineering Design into Science Classrooms / Pamela S. Lottero-Perdue = 207
• Chapter Highlights = 207
• Unpacking Ideas about Technology and Engineering = 208
• Engineering's Distinct Practices = 212
• Engineering Habits of Mind = 219
• History and Culture of Engineering = 222
• Differentiating Science from Engineering = 228
• Supporting the Inclusion of Engineering in Science Education = 233
• Access to and Equity within Engineering = 235
• Implementing Engineering in Science Education = 239
• Curricular Resources, Approaches, and Tools for Engineering in Science Education = 246
• Assessing Engineering = 256
• Chapter Summary = 260
• Key Terms = 261
• Suggested Readings = 262
• Notes = 263
• References = 263
• CHAPTER 10 - Managing Classrooms for Science Learning = 269
• Chapter Highlights = 269
• Meeting Individual Needs = 270
• An Environment of Physical Safety = 271
• Teacher Knowledge Is the Key = 276
• Starting with Safety = 277
• Classroom Climate = 278
• Assessing the Classroom Environment = 280
• Cooperative Learning = 282
• English Language Learners and Managing a Productive Classroom = 285
• Birds of Similar Feathers = 287
• Chapter Summary = 287
• Key Terms = 288
• Suggested Reading = 288
• References = 288
• CHAPTER 11 - Teachers Negotiating Different Communities = 291
• Chapter Highlights = 291
• More than Just Methods = 292
• A Cautionary Note about Reaction to Difficulties = 294
• Negotiating Shifting Terrain = 295
• The Goal of Equitable Science Education = 296
• Common Barriers to Equitable Science Instruction = 297
• The Problem with Emphasizing Techniques = 297
• Equity Cannot Ignore or Deny Differences = 299
• Teachers Negotiating Various Communities = 301
• Negotiating the Community of Science = 303
• Negotiating Your Students' Communities = 303
• From Ideas to Actions = 304
• Helping Negotiate between Communities = 306
• The Classroom as a Community for Negotiation = 307
• Negotiating Your Own Communities = 309
• Realistic yet Ambitious Outlooks = 313
• Chapter Summary = 313
• Key Terms = 314
• Suggested Readings = 314
• References = 315
• Index = 317