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Science Education for Elementary Teachers : An Investigation-Based Approach: An investigation-based approach New edition [Pehme köide]

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  • Formaat: Paperback / softback, 256 pages, Illustrations
  • Ilmumisaeg: 20-Jul-2001
  • Kirjastus: Delmar Cengage Learning
  • ISBN-10: 0766800903
  • ISBN-13: 9780766800908
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Science Education for Elementary Teachers : An Investigation-Based Approach: An investigation-based approach New editionSuurem pilt
  • Formaat: Paperback / softback, 256 pages, Illustrations
  • Ilmumisaeg: 20-Jul-2001
  • Kirjastus: Delmar Cengage Learning
  • ISBN-10: 0766800903
  • ISBN-13: 9780766800908
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780766800908.html
Märksõnad:
This textbook presents ten exemplary science investigations that illustrate ways children can investigate science questions, then addresses the practical issues of planning a science lesson, the procurement of materials, the role of assessment in teaching, curriculum standards, and dealing with diversity. Annotation c. Book News, Inc., Portland, OR (booknews.com)

This book reflects its authors' many years of experience in elementary school teaching, pre-service and in-service education in science, and substantial work in science curriculum development. It is derived from, informed by, and directly linked to both the Benchmarks for Science Literacy and the National Research Council's National Science Education Standards. No other methods book integrates standards to this degree. Written with the idea that students "learn science by doing", this well respected author team focus on the constructivist approach and the integrating of science with other elementary academic subjects.

Arvustused

Introduction to Science Education for Starting-Up Elementary Teachers. Section A: Ten Exemplary Lessons. 1. Living Things Have Certain Needs-Investigating Living Things. 2. Parts of Living Things Have Certain Functions-Investigating How Animal's Body Parts Work. 3. The Properties of Materials-Investigating Containers. 4. Forces and Motion-Investigating What Causes Things to Move. 5. Chemical Reactions Form New Substances-Investigating Chemical Reactions. 6. Living Things Reproduce-Investigating How Seeds Become Adult Plants. 7. People Use Technology-Investigating How to Use Technology to Solve Problems. 8. Energy Is Transformed-Investigating Energy and Its Transformations. 9. Earth Systems Change-Investigating Weather Patterns. 10. Humans Affect the Environment-Investigating What Recycling Does for the Environment. Section B: Content and Pedagogy. 11. The Nuts and Bolts of Teaching Elementary Science. 12. Planning a Science Investigation. 13. How Children Learn. 14. The Role of Assessment in Elementary Science Teaching. 15. Selecting A Science Curriculum for Elementary Children. 16. Teaching in Partnership with Colleagues: Cross-Curricular Teaching and Learning. 17. Evaluating Your Own Science Teaching and Professional Growth. 18. Using Curriculum Standards as a Teaching Resource. 19. Dealing with Diversity.

About the Authors xiii
To the Student xiv
To the Instructor xxii
PART I TEN EXEMPLARY LESSONS 1(172)
Living Things Have Certain Needs Investigating Living Things
3(18)
What Children Can Learn from This Exemplar
3(3)
Children's Thinking about Life and Living: The Research Base
3(2)
Teaching Implications of the Research
5(1)
Science Background
6(1)
Exemplar
6(1)
Overview
6(1)
Key Pedagogical Ideas
7(1)
Key Science Concepts
7(1)
Supporting National Standards
7(1)
National Science Education Standards
7(1)
Benchmarks for Science Literacy
8(1)
Before You Begin
8(1)
Technology Connection
8(1)
Linking to the Community
8(1)
Preparing Materials
8(1)
Assessing Prior Knowledge
9(1)
Investigating Living Things: Getting Things Going!
9(1)
Exploring Concepts
9(1)
Agreeing about What Living Things Are and What They Need to Survive
9(1)
Focusing On and Explaining Concepts
10(6)
How Do We Go About Observing Living Things?
10(1)
How Do Scientists Find Out about Living Things?
11(1)
Part 1: How Can I Study Living things?
12(1)
Part 2: Observing Living Things in the Wild
12(2)
Designing and Carrying Out a Long-Term Study of Living Things
14(1)
Reviewing the Results
15(1)
Making Thoughtful Connections
16(1)
Expanding Concepts
16(1)
Drawing Conclusions
16(1)
Your Reflections
17(4)
Parts of Living Things Have Certain Functions Investigating the Way Animals' Body Parts Work
21(18)
What Children Can Learn from This Exemplar
21(2)
Children's Thinking about Body Parts: The Research Base
21(1)
Teaching Implications of the Research
22(1)
Science Background
22(1)
Exemplar
23(1)
Overview
23(1)
Key Pedagogical Ideas
24(1)
Key Science Concepts
24(1)
Supporting National Standards
24(1)
National Science Education Standards
24(1)
Benchmarks for Science Literacy
24(1)
Before You Begin
25(1)
Technology Connection
25(1)
Linking to the Community
25(1)
Preparing Materials
25(1)
Assessing Prior Knowledge
26(1)
Investigating the Way Animals' Body Parts Work: Getting Things Going!
26(1)
Exploring Concepts
27(1)
Investigating the Design of Body Parts
27(1)
Focusing On and Explaining Concepts
28(2)
How Are Other Animals' Body Parts the Same or Different from Humans'?
28(2)
Applying Concepts
30(3)
Studying Animals and Their Body Parts
30(3)
Displaying and Reviewing the Results
33(1)
Reflect and Connect
33(1)
Extending Concepts
33(2)
Drawing Conclusions
33(2)
Your Reflections
35(4)
The Properties of Materials Investigating Containers
39(20)
What Children Can Learn from This Exemplar
39(2)
Children's Thinking about Materials: The Research Base
39(1)
Teaching Implications of the Research
40(1)
Science Background
40(1)
Exemplar
41(1)
Overview
41(1)
Key Pedagogical Ideas
42(1)
Key Science Concepts
42(1)
Supporting National Standards
42(1)
National Science Education Standards
42(1)
Benchmarks for Science Literacy
43(1)
Before You Begin
43(1)
Technology Connection
43(1)
Linking to the Community
43(1)
Preparing Materials
43(1)
Assessing Prior Knowledge
43(2)
Investigating Containers: Getting Things Going!
43(2)
Exploring Concepts
45(1)
Agreeing about Uses for Containers
45(1)
Focusing On and Explaining Concepts
46(9)
What Containers Do We Use Every Day?
46(1)
What Have We Found Out about Containers So Far?
47(1)
What Materials Are Useful for Containers?
47(3)
Thinking about Other Properties These Materials Have
50(1)
Designing a Fair Test
51(2)
Approving and Conducting the Tests
53(1)
Reviewing the Results
54(1)
Making Thoughtful Connections
54(1)
Drawing Conclusions
55(1)
Applying and Expanding Concepts
55(1)
Your Reflections
56(3)
Forces and Motion Investigating What Causes Things to Move
59(16)
What Children Can Learn from This Exemplar
59(2)
Children's Thinking about Forces: The Research Base
59(1)
Teaching Implications of the Research
59(1)
Science Background
60(1)
Exemplar
61(1)
Overview
61(1)
Key Pedagogical Ideas
62(1)
Key Science Concepts
62(1)
Supporting National Standards
62(1)
National Science Education Standards
62(1)
Benchmarks for Science Literacy
63(1)
Before You Begin
63(1)
Technology Connection
63(1)
Linking to the Community
63(1)
Preparing Materials
63(1)
Assessing Prior Knowledge
64(1)
Investigating How Things Move: Getting Things Going!
64(1)
Exploring Concepts
65(1)
Focusing On and Explaining Concepts
65(3)
Agreeing On the Way Motion Starts and Ways in Which It Stops
65(2)
What Happens When Forces Are Balanced and Unbalanced
67(1)
Applying Concepts
68(2)
How Do Forces Make Motion on the Playground
68(1)
Reviewing the Results
69(1)
Making Thoughtful Connections
70(1)
Expanding Concepts
70(1)
Drawing Conclusions
70(1)
Your Reflections
71(4)
Chemical Reactions Form New Substances Investigating Chemical Reactions
75(18)
What Children Can Learn from This Exempler
75(2)
Children's Thinking about Chemical Reactions: The Research Base
75(1)
Teaching Implications of the Research
76(1)
Science Background
76(1)
Exemplar
77(1)
Overview
77(1)
Key Pedagogical Ideas
78(1)
Key Science Concepts
78(1)
Supporting National Standards
78(1)
National Science Education Standards
78(1)
Benchmarks for Science Literacy
79(1)
Before You Begin
79(1)
Technology Connection
79(1)
Linking to the Community
79(1)
Preparing Materials
79(1)
Assessing Prior Knowledge
79(1)
Investigating Ideas about Chemical Reactions: Getting Things Going!
79(1)
Exploring Concepts
80(2)
Finding Out about Chemistry and Chemical Reactions
80(1)
Observing Properties of Materials
81(1)
Focusing On and Explaining a Concept
82(1)
Applying Concepts
83(4)
Investigating Evidence of Chemical Reactions
83(4)
Reviewing the Results
87(1)
Making Thoughtful Connections
87(1)
Expanding Concepts
87(2)
Drawing Conclusions
87(2)
Your Reflections
89(4)
Living Things Reproduce Investigating the Way Seeds Become Adult Plants
93(18)
What Children Can Learn from This Exemplar
93(2)
Children's Thinking about Seeds and Plants: The Research Base
93(1)
Teaching Implications of the Research
94(1)
Science Background
94(1)
Exemplar
95(1)
Overview
96(1)
Key Pedagogical Ideas
96(1)
Key Science Concepts
96(1)
Supporting National Standards
96(1)
National Science Education Standards
96(1)
Benchmarks for Science Literacy
97(1)
Before You Begin
97(1)
Technology Connection
97(1)
Linking to the Community
97(1)
Preparing Materials
97(1)
Assessing Prior Knowledge
98(1)
Investigating the Way Seeds Become Plants: Getting Things Going!
98(1)
Exploring Concepts
98(1)
Agreeing about the Way Flowering Plants Start Out
98(1)
Focusing On and Explaining Concepts
99(3)
How Do We Go About Observing Seeds?
99(2)
What's in a Seed That Can Grow into a Plant?
101(1)
Applying Concepts
102(4)
How Does a Plant Grow from a Seed?
102(3)
Reviewing the Results
105(1)
Making Thoughtful Connections
106(1)
Expanding Concepts
106(1)
Drawing Conclusions
106(1)
Your Reflections
107(4)
People Use Technology Investigating the Way to Use Technology to Solve Problems
111(14)
What Children Can Learn from This Exemplar
111(2)
Children's Thinking about Technology: The Research Base
111(1)
Teaching Implications of the Research
112(1)
Science Background
112(1)
Exemplar
113(1)
Overview
113(1)
Key Science Concepts
114(1)
Supporting National Standards
114(1)
National Science Education Standards
114(1)
Benchmarks for Science Literacy
114(1)
Before You Begin
115(1)
Technology Connection
115(1)
Linking to the Community
115(1)
Assessing Prior Knowledge
115(1)
Investigating the Way Technology Is Used to Solve Problems: Getting Things Going!
115(1)
Exploring a Concept
116(1)
Focusing On and Explaining a Concept
117(1)
Tracking Technology for a Century: A Timeline of Progress
117(1)
Applying a Concept
118(3)
Designing a Technological Response to a Practical Problem
118(2)
Reviewing the Results
120(1)
Making Thoughtful Connections
121(1)
Extending Concepts
121(1)
Drawing Conclusions
121(1)
Your Reflections
122(3)
Energy is Transformed Investigating Energy and Its Transformations
125(18)
What Children Can Learn from This Exemplar
125(2)
Children's Thinking about Energy: The Research Base
125(1)
Teaching Implications of the Research
126(1)
Science Background
126(1)
Exemplar
127(1)
Overview
128(1)
Key Science Concepts
128(1)
Supporting National Standards
128(1)
National Science Education Standards
129(1)
Benchmarks for Science Literacy
130
Before You Begin
129(1)
Technology Connection
129(1)
Linking to the Community
129(1)
Preparing Materials
129(1)
Assessing Prior Knowledge
130(1)
Investigating Ideas about Energy: Getting Things Going!
130(1)
Exploring Concepts
130(2)
Finding Connections in Ideas about Energy
130(2)
Focusing On and Explaining Concepts
132(4)
Recognizing Types of Energy
132(1)
Investigating Examples of Energy Transformations
133(3)
Applying Concepts
136(2)
Designing and Using an Energy System
136(1)
Reviewing the Results
137(1)
Making Thoughtful Connections
137(1)
Extending Concepts
138(1)
Drawing Conclusions
138(1)
Your Reflections
139(4)
Earth Systems Change Investigating Weather Patterns
143(14)
What Children Can Learn from This Exemplar
143(1)
Children's Thinking about Weather: The Research Base
143(1)
Teaching Implications of the Research
143(1)
Exemplar
144(1)
Overview
144(1)
Key Pedagogical Ideas
145(1)
Key Science Concepts
145(1)
Supporting National Standards
145(1)
National Science Education Standards
145(1)
Benchmarks for Science Literacy
145(1)
Before You Begin
146(1)
Technology Connection
146(1)
Linking to the Community
146(1)
Preparing Materials
146(1)
Assessing Prior Knowledge
146(1)
How Does Weather Affect Our Everyday Lives? Getting Things Going!
146(1)
Exploring Concepts
147(1)
Investigating Weather Indicators
147(1)
Focusing On and Explaining Concepts
148(2)
Modeling the Way Weather Works
148(2)
Applying Concepts
150(2)
Making and Using a School Weather Station to Track Patterns
150(1)
Displaying and Reviewing the Results
151(1)
Making Thoughtful Connections
152(1)
Extending Concepts
152(2)
Drawing Conclusions
152(2)
Your Reflections
154(3)
Humans Affect The Environment Investigating What Recycling Does for the Environment
157(16)
What Children Can Learn from This Exemplar
157(3)
Children's Thinking about Recycling: The Research Base
157(1)
Teaching Implications of the Research
158(1)
Science Background
158(2)
Exemplar
160(1)
Overview
160(1)
Key Pedagogical Ideas
160(1)
Key Science Concepts
160(1)
Supporting National Standards
161(1)
National Science Education Standards
161(1)
Benchmarks for Science Literacy
161(1)
Before You Begin
161(1)
Technology Connections
161(1)
Linking to the Community
161(1)
Preparing Materials
162(1)
Assessing Prior Knowledge
162(1)
Investigating What Recycling Does for the Environment: Making a Materials Pathway
162(1)
Exploring Concepts
163(2)
Investigating What Our School Discards
163(2)
Focusing On and Explaining Concepts
165(1)
Sorting for Recycling
165(1)
Applying a Concept
166(1)
Designing a Recycling Plan for the School
166(1)
Displaying and Reviewing the Results
167(1)
Making Thoughtful Connections
167(1)
Expanding Concepts
167(2)
Drawing Conclusions
167(2)
Your Reflections
169(4)
PART II CONTENT AND PEDAGOGY 173(86)
The Nuts and Bolts of Teaching Elementary Science
175(14)
Introduction
175(1)
Finding and Managing Materials
176(2)
Permanent Equipment
176(1)
Consumable Items
177(1)
Procuring Equipment and Materials
178(1)
Free Materials
178(1)
Managing Materials
179(2)
Replacing Materials
180(1)
Distributing and Collecting Materials
180(1)
Investigating Science Safely
181(1)
Setting Up the Classroom for Science
182(3)
Using Displays in Science Teaching
183(1)
Constructing Science Learning Centers
184(1)
Classroom Science Information Resources
185(1)
Managing Time and the Classroom
186(1)
Using Existing Technology
187(2)
Planning a Science Investigation
189(8)
Introduction
189(1)
Planning a Science Lesson
190(6)
Preparing the Science Lesson
190(3)
Teaching/Facilitating the Lesson
193(2)
Reviewing/Reflecting On the Lesson
195(1)
Summary
196(1)
How Children Learn
197(4)
Introduction: Piaget
197(3)
The Learning Cycle
200(1)
Summary
200(1)
The Role of Assessment in Elementary Science Teaching
201(10)
Introduction
201(3)
Why Assess Students?
201(1)
Implications of Assessment Practices and Scores
202(1)
Assessment Politics
203(1)
Assessing Science Teaching
203(1)
Assessment Methods
204(4)
Preassessment
204(1)
Student Interviews
204(1)
Quizzes and Tests
205(1)
Projects
205(1)
Presentations
205(1)
Portfolios
206(1)
Performance Tasks
206(1)
Teacher Observations
207(1)
Self-Assessments
207(1)
Journals
207(1)
Practicals
207(1)
Surveys
207(1)
Constructing an Assessment Task
208(1)
Summary
209(2)
Selecting a Science Curriculum for Elementary Children
211(8)
Introduction
211(2)
Selection Criteria
213(3)
Teaching Science in Context
216(1)
Summary
217(2)
Cross-Curricular Teaching and Learning
219(12)
Introduction
219(3)
A Cross-Disciplinary Approach
219(1)
A Cross-Curricular Approach
220(2)
Origins of Our Present Curriculum
222(2)
Being Alive to Cross-Curricular Opportunities
224(3)
Mathematics
224(1)
Language Arts
225(2)
Helping Children Understand Cross-Curricular Relationships
227(1)
Other Cross-Curricular Possibilities
227(1)
Collaborating with Other Teachers
228(2)
Working with Colleagues
228(1)
Planning with Colleagues
229(1)
Summary
230(1)
Evaluating Your Own Science Teaching and Professional Growth
231(6)
Introduction
231(1)
Evaluating Your Science Teaching
231(3)
Evaluating Your Professional Growth
234
Summary
216(21)
Using Curriculum Standards as a Teaching Resource
237(18)
Introduction
237(1)
What Do You Need to Know about Curriculum Standards?
238(1)
What Are Standards?
239(1)
National Science Standards
239(1)
Local Science Standards
240(1)
Becoming Familiar with Science Standards
240(1)
Shared Themes in BSL and NSES
241(1)
Science as Inquiry
241(1)
How Can We Interpret BSL and NSES Views?
241(1)
What Are the Implications for Managing Science Curricula?
241(3)
How Can You Cope with This Approach to Science Education?
244(1)
How Can This Book Help You with Scientific Inquiry?
245(1)
Content-Specific Standards
245(2)
National Science Education Standards (NSES)
246(1)
Standards for Assessment
247(1)
Science Teaching Standards
248(2)
Additional Standards and Supporting Sections
250(3)
Summary
253(2)
Dealing with Diversity
255(4)
Introduction
255(1)
Elements of Diversity
256(3)
Gender Differences
256(1)
Ethnicity
256(1)
Cultural Background
257(1)
Special Educational Needs
257(1)
Physical Disability
258(1)
Non-English Speaking
258(1)
Religious Differences
258(1)
Family Circumstances
258(1)
Science Organizations 259(1)
Preparing Students for Science Fairs 260(2)
Bibliography 262(3)
Index 265
Ann Benbow, in particular, has a national reputation in the science education field. She was, until quite recently, director of science learning and technology projects at the American Chemical Society and has developed numerous science curricula. She and Colin Mably, her co-author (and husband) have been at the heart of the science education standards movement. They recently served as consultants to the American Association for the Advancement of Science, for whom they developed a series of workshops to instruct teachers on understanding and interpreting the AAAS's Benchmarks for Science Literacy. The Benchmarks are a milestone in the science education standards movement and include statements of everything children should know and be able to do in science, math and technology at various grade levels.