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Engaging Children in Science 2nd Revised edition [Pehme köide]

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  • Formaat: Paperback / softback, 416 pages, kõrgus x laius: 241x197 mm, kaal: 567 g, illustrations
  • Ilmumisaeg: 01-Aug-1997
  • Kirjastus: Pearson Education (US)
  • ISBN-10: 0135983436
  • ISBN-13: 9780135983430
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Engaging Children in Science 2nd Revised editionSuurem pilt
  • Formaat: Paperback / softback, 416 pages, kõrgus x laius: 241x197 mm, kaal: 567 g, illustrations
  • Ilmumisaeg: 01-Aug-1997
  • Kirjastus: Pearson Education (US)
  • ISBN-10: 0135983436
  • ISBN-13: 9780135983430
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780135983430.html
Märksõnad:
A guide to an activity-based course in science teaching methods for both pre-service and in-service teachers. Material is presented in the from of an extended interaction between a new and an experienced teacher. Lays out the theoretical foundation for constructivism, and covers recent ideas on inclusion, classroom management, thematic unit planning, and teacher expectations as they are applied to science teaching. Provides plans for science lessons, with separate chapters for primary and intermediate grades and group and individual investigations. This second edition ties lessons to new national standards, and shows how to use computers as tools for inquiry. Annotation c. by Book News, Inc., Portland, Or.
CHAPTER 1 SCIENCE FOR EVERYONE
1(17)
Trusting Your Own Abilities
4(1)
Building One's Own Knowledge
4(2)
What Science Is
6(3)
Scientists' View of the World
6(1)
Science as the Search for Knowledge
7(1)
The Social Nature of Science
8(1)
Science and Technology
8(1)
Kinds of Knowledge
9(2)
Arbitrary Knowledge
10(1)
Physical Knowledge
10(1)
Logical Knowledge
10(1)
Social Interactive Knowledge
11(1)
Scientific Literacy as the Goal of Science Education
11(3)
Science for All Americans
11(2)
Benchmarks for Science Literacy
13(1)
National Science Education Standards
13(1)
Goals for Science in the Elementary School
14(1)
Teaching Methods
15(1)
Summary
15(1)
Questions for Discussion
16(1)
References
17(1)
CHAPTER 2 CHILDREN'S THINKING AND LEARNING
18(26)
John Dewey (1859-1952)
19(2)
The Dewey School
19(2)
Jean Piaget (1896-1983)
21(6)
A Classroom Scene
22(1)
Conservation of Quantity (Liquid)
23(2)
Children's Ideas about the Moon
25(2)
Jerome Bruner (1915-)
27(2)
Problem Solving
27(1)
Modes of Representing Knowledge
27(1)
The Spiral Curriculum
28(1)
Lev Vygotsky (1896-1934)
29(2)
Development of Mental Function
30(1)
The Growth of Scientific Concepts
30(1)
Zone of Proximal Development
31(1)
Lawrence Kohlberg (1927-1987)
31(3)
Stages of Moral Development
32(2)
Recent Research on Children's Thinking and Learning
34(3)
Research on Misconceptions
34(1)
Children's Ideas about the Earth
34(2)
The Role of Social Interaction in Learning
36(1)
Contextual Nature of Learning
37(1)
Summary
37(3)
Activities for the Reader
40(2)
Questions for Discussion
42(1)
References
42(2)
CHAPTER 3 CREATING A LEARNING ENVIRONMENT FOR ALL CHILDREN
44(26)
Physical Environment
46(4)
Making the Classroom Attractive
47(1)
Making the Classroom Safe
47(3)
Dealing with Complexity
50(1)
An Analogy
50(1)
Including All Children
51(4)
The Multicultural Classroom
51(2)
Including Students with Disabilities
53(1)
Gender Equity
54(1)
Teacher Expectations
55(2)
Responses to Statements on Teacher Expectations
57(2)
Classroom Management
59(6)
Why We Need Classroom Management
60(1)
Preventing Inappropriate Behavior
60(2)
Dealing with Minor Misbehaviors
62(1)
Applying Consequences in More Serious Cases
62(2)
Preventing Behavior Problems
63(1)
Grouping for Instruction--Cooperative Learning
64(1)
Pupil Engagement
65(2)
Summary
67(1)
Activities for the Reader
68(1)
Questions for Discussion
68(1)
References
69(1)
Resources
69(2)
CHAPTER 4 PLANNING FOR MEETING GOALS
70(101)
Types of Goals
71(1)
From Goals to Objectives
72(1)
Standards for Elementary Science
73(1)
Long-Term Planning
74(3)
Choosing Topics for Units
77(2)
Developing a Unit
79(6)
Selecting a Topic
80(1)
Setting Goals and Objectives
80(1)
Outlining a Sequence of Activities
81(2)
Trying Out Activities
83(1)
Writing the Lesson Plans
84(1)
Providing Continuity Elements
84(1)
Planning an Ending
84(1)
Evaluation
84(1)
Developing Autonomous Learners
85(5)
Autonomy Level I
85(2)
Autonomy Level II
87(1)
Autonomy Level III
87(1)
Comparing and Contrasting Levels
87(1)
Moving from Level I to Level III: Measuring Area
88(2)
Summary
90(1)
Activities for the Reader
90(81)
CHAPTER 8 SCIENCE PROCESS AND CONTENT IN PRIMARY GRADES
171(25)
Influence of Age and Maturity
172(1)
Basic Science Processes and Abilities
173(1)
Integrating Process and Content
174(8)
A Lesson on Needs of Living Things (Animals)
175(2)
Analyzing the Lesson
177(1)
Guided Inquiry on Soil for Growing Plants
178(3)
Analyzing the Lesson
181(1)
The Process of Measuring
182(1)
A Lesson on Adding Water to Sand and Salt
182(3)
Inquiry into Where Seeds Come from and What They Do
185(3)
Lessons on Comparing, Sorting, and Classifying
188(1)
Management of Behavior and Materials
188(2)
Noise
189(1)
Using Psychology Instead of Coercion
189(1)
A Signal
189(1)
Distribution and Cleanup
190(1)
Dealing with Messes
190(1)
Involving the Pupils at Home
191(1)
Summary
191(1)
Activities for the Reader
192(2)
Questions for Discussion
194(1)
References
195(1)
CHAPTER 9 SCIENCE PROCESS AND CONTENT IN INTERMEDIATE GRADES
196(35)
Science Processes and Abilities for Intermediate Grades
197(1)
Integrating Process and Content
198(1)
A Lesson on Predicting the Shortest Day of the Year
199(6)
Analyzing the Lesson
205(1)
A Lesson on Inferring Hidden Circuits
205(7)
Analyzing the Lesson
212(1)
A Lesson on Investigating Ant Populations
212(5)
Experimenting
217(3)
Operational Definitions
217(1)
Activity on Defining Operationally
218(1)
Controlling Variables
219(1)
Activity on Controlling Variables: Pendulums
220(2)
Steps in Experimenting
222(1)
An Experiment with Fertilizer
223(5)
Summary
228(1)
Activities for the Reader
229(1)
Questions for Discussion
229(1)
References
230(1)
CHAPTER 10 GROUP INVESTIGATIONS
231(27)
A Beginning Teacher Learns About Group Investigations
232(2)
Practical Considerations
234(1)
Choosing a Topic
234(1)
Grouping for Instruction: Cooperative Learning
235(3)
Setting Up Groups
235(2)
Teaching Cooperative Group Skills
237(1)
Developing a Plan for a Group Investigation
238(13)
Group Investigations in Ms. Oldhand's Class
239(1)
Unit Plan 10.1 Trees
239(12)
Group Investigation of Insects and Bugs
251(2)
Unit Plan 10.2 Group Investigation of Insects and Bugs
251(2)
Extension to Other Subjects
253(1)
Other Topics for Group Investigations
254(1)
Small Creatures Found in Water
254(1)
The Environment Around the School
254(1)
Simple Machines
254(1)
Flowering Plants
255(1)
Summary
255(1)
Activities for the Reader
255(1)
Questions for Discussion
256(1)
References
256(1)
Resources
256(1)
CHAPTER 11 INDIVIDUAL AND CLASS PROJECTS
258(21)
Individual Projects
259(2)
Science Fairs
261(7)
Planning for Student Participation in a Science Fair
262(6)
Class Projects
268(1)
Examples of Class Projects
269(4)
A Garden
269(1)
Weather
270(2)
Square Meter of Earth (Grades 3 to 6)
273(1)
Moon Watching (Grades 1 to 6)
273(1)
Teaching at Autonomy Level III
273(3)
Teacher's Role
274(1)
Pupils' Role
275(1)
Management of Materials
275(1)
Management of Time
276(1)
Summary
276(1)
Activities for the Reader
277(1)
Questions for Discussion
277(1)
References
277(1)
Resources
278(1)
CHAPTER 12 SCIENCE IN AN INTEGRATED INTERDISCIPLINARY CURRICULUM
279(25)
Rationale for an Interdisciplinary Curriculum
281(1)
Criteria for Integrating Science with Other Subjects
282(1)
Types of Integrated Lessons and Units
282(3)
Topic-Oriented Units
283(1)
Concept-Oriented Units
283(1)
Skills-Oriented Units
283(2)
A Unit on Relativity
285(5)
Unit Plan 12.1 Relativity
285(5)
A Unit on Earth Materials
290(2)
Other Ideas for Integrating Science and Social Studies
292(1)
Weather: Causes and Effects (Intermediate)
292(1)
Animal Habitats and People's Homes
292(1)
Simple Machines in the Ancient World
292(1)
Science and Reading
293(4)
Using Science as the Basis for Reading
294(1)
Hatching Chickens
295(1)
Effect of Diet on Mice
295(1)
Reading about Science
296(1)
Science and Writing
297(1)
Keeping Workbooks
298(1)
Other Writing
298(1)
Science and Mathematics
298(1)
Mathematics as a Science
299(1)
Science and the Expressive Arts
299(1)
Visual Arts
299(1)
Music
300(1)
Creative Movement
300(1)
Summary
300(1)
Activities for the Reader
301(1)
Questions for Discussion
302(1)
References
302(1)
Resources
303(1)
CHAPTER 13 THEMATIC UNITS: SCIENCE, TECHNOLOGY, AND SOCIETY
304(20)
Goals of STS Education
306(1)
Guidelines
307(1)
A Thematic Unit on Acid Rain
308(2)
Unit Plan 13.1 Acid Rain
308(2)
Examples of STS Units
310(8)
Runoff of Water from School Building and Parking Lot
310(2)
Wildlife Lost to Asphalt
312(2)
Studying a Creek that Runs near the School
314(3)
The Trash Problem
317(1)
Instructional Strategies for STS
318(3)
Role Playing
318(2)
Field Trips
320(1)
Using the School Grounds
321(1)
Summary
321(1)
Activities for the Reader
322(1)
Questions for Discussion
322(1)
References
323(1)
Resources
323(1)
CHAPTER 14 COMPUTERS AS INSTRUCTIONAL TOOLS FOR SCIENCE
324(19)
Hardware
325(2)
Managing Your Resources
327(3)
Cooperative Learning on the Computer
327(1)
The One-Computer Classroom
327(2)
The Multiple-Computer Classroom
329(1)
Computers in a Resource Center or Computer Lab
329(1)
Curriculum-Related Software
330(3)
Ms. Oldhand Integrates Software into the Curriculum
331(1)
A Unit on Stars
331(2)
Software Tools
333(3)
Telecommunications
336(1)
Ms. Oldhand's Pupils Use Software Tools
334(2)
Other Ways to Teach with Computers
336(3)
Microcomputer-Based Laboratory
336(1)
Lesson Outline: Mixing Water at Different Temperatures
336(1)
Multimedia Programs
337(2)
The World Wide Web
339(1)
Making the Computer Work for You
339(4)
Summary
340(1)
Activities for the Reader
340(1)
Questions for Discussion
341(1)
References
341(1)
Resources
341(2)
INDEX 343