Teaching science for all children

목차 (Table of Contents)

• CONTENTS
• About the Authors = xiii
• Preface = xv
• Part I The Nature of Science and Learning
• 1 What Is Science? = 1
• Introduction = 2
• Where Is Elementary Science? = 3
• The Nature of Science = 5
• Three Parts of Science = 7
• Attitudes = 7
• What Research Says: Attitudes and Science Teaching = 10
• Science Process Skills = 10
• Science Products = 15
• What Is Whole Science? = 18
• The Aims of Modern Science Education = 18
• About This Book = 22
• Chapter Summary = 23
• Discussion Questions and Projects = 24
• Notes = 24
• Additional Readings = 25
• 2 How Do Children Learn Science? = 27
• Introduction = 28
• How Do Children's Ideas Influence Their Learning? = 29
• What Do We Know About Children's Ideas? = 30
• What Do Children Need to Help Them Learn? = 31
• Thinking = 32
• Physical Activity = 32
• Language = 32
• Socialization = 32
• Self-Esteem = 33
• What Research Says: Brain-Based Learning = 33
• What Are the Dominant Contemporary Perspectives on Learning? = 34
• John Dewey = 34
• Jerome Bruner = 36
• Jean Piaget = 37
• David Ausubel = 41
• Constructivism: A Synthesis of the Most Promising Perspectives on Learning = 44
• How Is Your View of Learning Related to Your Science Teaching? = 48
• Possible Science Teaching Relationships = 49
• What Type of Learning? = 49
• Chapter Summary = 50
• Discussion Questions and Projects = 51
• Notes = 51
• Additional Readings = 52
• Part II The Science Program
• 3 What Are the Goals for Elementary and Middle School Science? = 55
• Introduction = 56
• Is Science a Basic? = 57
• What Is Basic About Science Attitudes? = 58
• What Is Basic About Science Processes? = 59
• What Research Says: Skills Important to Science and Reading = 60
• What Is Basic About Science Content? = 62
• What Are the Goals for Effective Science Teaching? = 63
• Project 2061 = 64
• National Science Education Standards = 64
• Project Synthesis = 66
• Goals and Outcomes for Elementary and Middle School Science = 66
• Goal I = 67
• Goal II = 67
• Goal III = 67
• Goal IV = 68
• New Outcomes for Effective Science Instruction = 70
• Forming an Action Plan = 72
• Chapter Summary = 75
• Discussion Questions and Projects = 75
• Notes = 76
• Additional Readings = 76
• 4 Planning: How Can You Plan Effective Science Instruction? = 79
• Introduction = 80
• Concept Mapping = 82
• Necessary Definitions = 82
• What Are Concept Maps? = 85
• Why Should Concept Maps Be Developed? = 86
• Steps for Developing a Concept Map = 89
• Planning Instruction = 91
• Setting Goals = 91
• Developing Objectives = 96
• Selecting or Developing Unit Activities = 97
• Planning the Lesson = 100
• How Can You Evaluate Student Learning? = 104
• Limits and Purposes of Tests = 104
• Types of Science Evaluation Tools = 107
• What Research Says: Question to Ask About Tests = 109
• Chapter Summary = 114
• Discussion Questions and Projects = 114
• Notes = 114
• Additional Readings = 115
• 5 What Are the Characteristics of Effective Elementary and Middle School Science Programs? = 117
• Introduction = 118
• Dominant Beliefs of Science Education = 119
• Changes Over Time: Legacy of the Past = 120
• Major Elementary Science Program Models: Looking Back for the Source of Wisdom = 121
• The Alphabet Soup = 121
• Science―A Process Approach (SAPA) = 123
• Science Curriculum Improvement Study (SCIS) = 129
• The Elementary Science Study (ESS) = 136
• What Works? = 141
• What Research Says: Criteria for Excellence in K-6 Science Programs = 146
• Supported Assumptions About Effective Elementary Science Programs = 147
• The Next Generation = 149
• New Scienc2e Programs = 149
• Chapter Summary = 151
• Discussion Questions and Projects = 152
• Notes = 152
• Additional Readings = 153
• Part III Science Teaching Methods
• 6 Using Questions: What Do You Need to Know About the Universal Science Teaching Tool? = 155
• Introduction = 157
• Questions on Questions = 157
• What Kinds of Questions Do Teachers Ask and What Types of Answers Do They Require = 157
• Why Do Teachers Use Questions = 158
• How Do Questions Affect Students = 159
• How Are Teacher Questions and Student Answers Related? = 161
• How Do Teachers Use Questions to Involve All Students? = 162
• What Is Wait-Time and Why Is It Important? = 162
• What Types of Questions Are Used Most in Elementary Science Books and Tests? = 166
• What Are the Different Types of Questions? = 166
• What Research Says: Using Questions in Science Classrooms = 167
• What Are the Keys to Effective Questioning? = 173
• How Can You Improve Your Questioning? = 176
• Why Use Children's Questions? = 178
• Why Bother with Children's Questions? = 178
• How Can You Stimulate Children's Questions? = 179
• How Can You Use Children's Questions Productively? = 183
• Chapter Summary = 183
• Discussion Questions and Projects = 184
• Notes = 184
• Additional Readings = 185
• 7 How Can You Use Cooperative Inquiry Science Teaching Methods? = 189
• Introduction = 191
• What Are Inquiry and Discovery? = 191
• Inquiry = 191
• Discovery = 192
• The Importance of Experience = 193
• Inquiry Science Teaching Methods = 193
• The Science Learning Cycle = 193
• How Can a "Scientific Method" Become a Teaching Method? = 197
• What Research Says: About the Science Learning Cycle = 202
• Suchman's Inquiry: How Can You Get Students to Think and Question? = 204
• Can Children Learn Science Through Play? = 208
• How Can You Turn Children's Questions into an Inquiry Teaching Method? = 211
• Will You Survive? = 215
• Recommendations for Successful Cooperative Inquiry Teaching = 217
• Chapter Summary = 219
• Discussion Questions and Projects = 220
• Notes = 220
• Additional Readings = 221
• 8 What Is the Best Way to Use Teacher-Centered Methods and Science Textbooks? = 223
• Introduction = 224
• How Can You Use Teacher Demonstrations Effectively? = 225
• A Bit of Science―A Bit of Magic = 226
• Tips for Effective Demonstrations = 228
• When Should You Use a Demonstration? = 229
• When Should Children Do a Demonstration? = 229
• How Can You Use Exposition Effectively? = 230
• Problems and Uses = 230
• Using Deduction = 232
• Teaching Explicit Material = 233
• How Can You Use Science Textbooks Effectively? = 236
• Be Aware of Shortcomings and Differences = 236
• Enhancing the Text = 237
• What Research Says: How Are Scientists Portrayed in Children's Literature? = 239
• Change the Sequence = 241
• Selecting the Best Textbook = 245
• Chapter Summary = 251
• Discussion Questions and Projects = 251
• Notes = 252
• Additional Readings = 253
• 9 How Can You Teach All Children? = 255
• Introduction = 257
• Science for All = 258
• Multicultural Education = 258
• How Can You Help Non-English-Speaking Students? = 262
• Is Gender Equality a Special Need? = 265
• Similarities in Learning = 270
• Science for Exceptional Children = 274
• Teaching Children Who Have Learning Disabilities = 275
• Teaching Children with Intellectual Handicaps = 279
• Teaching Children Who Have Physical Disabilities = 280
• Teaching Learners Who Are Gifted and Talented = 286
• What Research Says: Teaching Exceptional Students = 288
• How Can Parents Help Meet Children's Special Needs? = 290
• Science Is Important to Their Children's Future = 290
• How Can Parents Help Their Children Study and Prepare for Science? = 291
• What Are Some Extra Science Activities Parents Can Do to Help Their Children? = 292
• Chapter Summary = 293
• Discussion Questions and Projects = 294
• Notes = 295
• Additional Readings = 295
• 10 How Can You Create an Efficient, Activity-Based Science Classroom? = 299
• Introduction = 300
• Organizing the Science Classroom = 301
• Long-Term Planning = 301
• Short-Term Planning = 302
• Necessary Materials = 302
• Central or Classroom Storage Access = 308
• Materials Storage = 310
• Dispensing Materials = 313
• Room Arrangement = 314
• What Research Says: About Class Size and Science Achievement = 316
• Managing the Science Classroom = 323
• Chapter Summary = 327
• Discussion Questions and Projects = 327
• Notes = 329
• Additional Readings = 329
• 11 How Can You Teach Science Safely? = 331
• Introduction = 334
• A Safety Philosophy = 334
• What Is the Educational Value of the Activity? = 335
• What Are the Foreseeable Hazards Associated with the Activity? = 336
• What Are Your Legal Responsibilities? = 336
• Tort = 336
• Reasonable and Prudent Judgment = 336
• Foreseeability = 337
• Negligence = 338
• Due Care = 339
• Federal and State Legislation = 342
• The Occupational Safety and Health Administration (OSHA) Hazard Communication Standard = 343
• Occupational Safety and Health Administration (OSHA) Chemical Hygiene Plan = 344
• Bloodborne Pathogen Legislation = 345
• Safety Equipment = 346
• Electrical Equipment = 346
• Heating Equipment = 347
• Flammable Liquid Storage = 347
• Hair and Loose Clothing = 348
• Fire Blanket = 348
• Fire Extinguishers = 348
• Eyewash and Shower = 349
• Performing Safety Assessments = 354
• Chapter Summary = 355
• Discussion Questions and Projects = 355
• Notes = 356
• Additional Readings = 356
• 12 How Can You Improve Your Science Instruction Through Resources? = 359
• Introduction = 360
• Why Use Outside Resources? = 361
• What Resources Are Available? = 365
• Human Resources = 365
• Organizational and Agency Support = 370
• Telecommunications Networks = 372
• Alliances and Partnerships = 374
• Field Trips = 376
• Chapter Summary = 383
• Discussion Questions and Projects = 385
• Notes = 385
• Additional Readings = 386
• Part IV Learning Activities and Teaching Materials to Meet the Goals of Elementary and Middle School Science
• Section I Life Science Activities = 388
• Section II Physical Science Activities = 451
• Section III Earth Science Activities = 519
• Part V Appendixes
• Appendix A Curriculum Projects = 595
• Appendix B State Education Agencies = 603
• Appendix C Organizations That Support Reform in Science Education = 605
• Appendix D Resource Organizations = 606
• Appendix E National Aeronautics and Space Administration (NASA) Resources = 612
• Appendix F Materials and Resource Sources = 615
• Appendix G Out-of-School Resources = 616
• Index = 618