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Educational Psychology of Science Methods in the K-6 Classroom: Hands-on/Mind-Focused Strategies for all Learners New edition [Pehme köide]

  • Formaat: Paperback / softback, 297 pages, kõrgus x laius: 225x150 mm, kaal: 470 g
  • Sari: Educational Psychology 23
  • Ilmumisaeg: 25-Feb-2013
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 1433120224
  • ISBN-13: 9781433120220
Teised raamatud teemal:
Educational Psychology of Science Methods in the K-6 Classroom: Hands-on/Mind-Focused Strategies for all Learners New editionSuurem pilt
  • Formaat: Paperback / softback, 297 pages, kõrgus x laius: 225x150 mm, kaal: 470 g
  • Sari: Educational Psychology 23
  • Ilmumisaeg: 25-Feb-2013
  • Kirjastus: Peter Lang Publishing Inc
  • ISBN-10: 1433120224
  • ISBN-13: 9781433120220
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781433120220.html
Märksõnad:
This book was conceived to better prepare prospective and current teachers to teach inquiry elementary science with enthusiasm, joy, entertainment, intrigue, curiosity, and thought-provoking engagement. The hands-on and minds-on inquiry strategies herein equip teachers with enriched teaching principles, applications, tools, methodologies, and pedagogical skills so they can develop deliberate science lesson plans that engage all learners in the learning process. The book also gives comprehensive approaches to teacher preparation and discusses the nature of teaching inquiry elementary health and science concepts in a way that equips prospective educators with a broad array of practical tools to prepare them for unexpected challenges related to the conduct of science instruction, management, discipline, assessment, transition, and daily routine and structure. The information will lead prospective educators and new teachers to explore their own style or philosophy of teaching inquiry elementary health and science concepts to all learners of diverse backgrounds and to find effective frameworks for developing their philosophy of discipline, philosophy of teaching, and philosophy of student engagement using hands-on and minds-focused inquiry strategies that maximize student learning outcomes.
Tables and Figures
xi
Foreword xvii
Preface xxi
PART ONE UNDERSTANDING SCIENCE CONCEPTS
1(94)
Chapter One The Nature of Science
3(24)
Introduction
3(1)
Approach to Teaching Science
4(1)
Science Is Ubiquitous
4(2)
What Science Means
6(3)
How Science Is Involved in Everyday Life
9(2)
How Science Is Learned in School
11(2)
How Scientific Knowledge Develops
13(1)
Acquiring Academic and Scientific Knowledge
14(1)
Promoting Scientific Literacy in Children
15(1)
Teaching Science as Inquiry
16(1)
Adhering to Science Content Standards
17(6)
Making Science for Everyone
23(1)
Understand the Goals for Science Education
24(1)
Summing Up
25(2)
Chapter Two How Children Think and Learn
27(24)
Introduction
27(1)
Understanding Children's Misperceptions
28(1)
Learning from the Theorists
28(4)
How Children Learn Before Coming to School
32(1)
How Children Learn in School
33(8)
Children's Prior Knowledge and Skills
41(2)
Children Learn by Doing
43(1)
Children with Diverse Needs and Abilities
44(1)
Understanding Children with Exceptionalities
45(2)
Understanding Children's Psychosocial Needs
47(2)
Summing Up
49(2)
Chapter Three Inquiry Processes of Learning
51(22)
Introduction
51(1)
Teaching Science Processes
52(1)
Defining Scientific Processes
52(3)
Connecting Processes with Science Activities
55(2)
Using Processes to Enhance Inquiry
57(2)
Including Processes in Science Lessons
59(10)
Assessing Science Processes
69(1)
Summing Up
70(3)
Chapter Four Linking Concepts to Standards
73(22)
Introduction
73(1)
Why Standards Require Inquiry
74(1)
Inquiry Features Matter
75(2)
How Inquiry Fits All Students
77(1)
Linking Concepts to Inquiry Standards
77(7)
Using Thematic Inquiry
84(2)
Aligning All Content Standards
86(1)
Applying Science Concepts to Standards
86(4)
Selecting Inquiry Approaches
90(1)
Teaching Expectations for All
90(3)
Summing Up
93(2)
PART TWO APPLICATIONS OF SCIENCE CONCEPTS IN THE PRACTICAL DOMAIN
95(68)
Chapter Five Focus on Inquiry Instruction
97(22)
Introduction
97(1)
Science Contents Approach
98(1)
Science Processes Content
98(3)
Effective Teaching Approach
101(1)
The 5-E Model
102(1)
The 8-E Model
103(3)
Learning Cycle in Science Process
106(1)
Focusing on Content Instruction
106(3)
Science Lesson Planning
109(1)
Science Lesson Formats
110(3)
Lesson Plan Adaptations
113(3)
Science Question Strategies
116(2)
Summing Up
118(1)
Chapter Six Organize Inquiry Instruction
119(24)
Introduction
119(1)
Prepare to Teach Science
120(1)
Include Prior Knowledge
121(1)
Get Ready Physically and Mentally
121(1)
Create a Positive Learning Environment
122(3)
Organize Science Materials
125(1)
Prepare Inquiry Instruction
126(1)
Design Inquiry Lesson Plans
127(1)
Organize Hands-on Materials
128(5)
Use Minds-on Activities
133(1)
Use Sensible Activities
134(1)
Develop Techniques for Implementing Activities
135(2)
Use a Group Process
137(2)
Plan Management Well
139(1)
Summing Up
140(3)
Chapter Seven Engage All Children in Science
143(20)
Introduction
143(1)
Children are Unique
144(2)
Recognize Children's Challenges
146(3)
Science for All Students
149(1)
Science for Newcomers
149(4)
Science for Migrant Students
153(1)
Science for Immigrant/Refugee Students
153(1)
Science for LEP Students
154(1)
Science for Special-Needs Students
155(2)
Science for Gifted and Talented Students
157(2)
Build Positive Relationships
159(2)
Summing Up
161(2)
PART THREE INTEGRATION OF SCIENCE WITH ACADEMIC CONTENT AREAS
163(52)
Chapter Eight Teach Integrated Inquiry Content
165(32)
Introduction
165(1)
Why Integrated Content Matters
166(1)
Understand Content Area Standards
167(5)
Create Integrated Science
172(6)
Promote Science Literacy
178(2)
Mathematics in Science
180(12)
Language Arts in Science
192(2)
Social Studies in Science
194(2)
Summing Up
196(1)
Chapter Nine Use Technology as Inquiry Support
197(18)
Introduction
197(1)
The Role of Mass Media
198(1)
Powerful Influence of Technology
198(1)
Technology Can't Be the Teacher
199(1)
Use Educational Technology
200(3)
Use Technology in Class
203(2)
Use Technology Lab
205(1)
Correct Science Misperceptions
205(2)
Use Technology as Inquiry
207(3)
Retrieve Information from Computers
210(1)
Promote Technology Literacy
211(2)
Summing Up
213(2)
PART FOUR PROMOTING INDEPENDENT LEARNING
215(80)
Chapter Ten Assess Inquiry Science Learning
217(26)
Introduction
217(1)
Why the Need to Assess Science Learning
218(1)
What Is Science Assessment?
218(1)
Formal and Informal Processes
219(1)
Standards for Assessment
220(1)
Assess Students' Progress
221(2)
Other Forms of Assessment
223(1)
Assess Specific Knowledge
224(1)
High-Stakes Tests
225(2)
Ways to Assess Science Learning
227(3)
Use Performance Criteria
230(3)
Overall Science Assessment
233(2)
Inquiry Science Projects
235(4)
Take Inquiry Science Beyond the Classroom
239(2)
Summing Up
241(2)
Chapter Eleven Teach Inquiry Science Creatively
243(20)
Introduction
243(1)
NSES and CA Standards
244(1)
Inquiry Lesson Planning
244(6)
Five-Step Lesson Planning
250(1)
What Makes Science Fun
250(2)
Thought-Provoking Approaches
252(1)
Use Bridge-Builder Concepts
253(2)
Constructivist Approach
255(3)
Get Ready for Implementation
258(3)
Summing Up
261(2)
Chapter Twelve Practice Inquiry Science Concepts
263(32)
Introduction
263(1)
Science as a Human Endeavor
264(1)
Inquiry Process Skills
264(3)
Use Mind-Focused Strategies
267(1)
Concepts to Concrete
268(1)
Contents of Lesson Plan Designs
269(3)
Science Materials and Supplies
272(1)
Life Science Concepts
273(5)
Earth Science Concepts
278(1)
Physical Science Concepts
278(3)
Physical Education Concepts
281(6)
Food and Nutrition Concepts
287(1)
Practice Science Literacy
288(2)
Summing Up
290(3)
References
293(2)
Index 295
Christopher Thao Vang is a professor of teacher education in the MSCP at California State University, Stanislaus. He teaches classroom management and professional practices, health and science methodology, methods in multilingual education, and foundation of education in diversity society. He is author of An Educational Psychology of Classroom Management and Best Professional Practices (Lang, 2013) and An Educational Psychology of Methods in Multilingual Education (Lang, 2010). Dr. Vang has written numerous professional articles on various topics related teaching science, multicultural education issues, and minority students.