Teaching children science : discovery methods for the elementary and middle grades /
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| Author / Creator: | Abruscato, Joseph. |
|---|---|
| Edition: | 2nd ed. |
| Imprint: | Boston, MA : Pearson/Allyn and Bacon, c2004. |
| Description: | xxi, 198 p. : ill. ; 24 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/4929473 |
Table of Contents:
- Welcome to Discovery Methods for the Elementary and Middle Grades
- 1. Science and Technology
- You, Children, and Science: Some Hopes, Some Fears, Some Dreams
- What Is Science?
- Science as Processes That Lead to Discovery
- Science as Knowledge
- Science as a Set of Values
- What Is Technology?
- Why Teach Children about Science and Technology?
- Child Development Goals
- Science, Technology, and Society (STS) Goals: The National Science Education Standards and Project 2061
- What Is Discovery Learning?
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- The Scientist: Who Is She?
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for Science and Technology
- Summary
- Going Further
- Notes
- Suggested Readings
- 2. Learning Science
- Are You Learning Now?
- The Classic Learning Theories
- The Behaviorists
- The Cognitivists
- Gardner's Multiple Intelligences
- Gardner's Original Theory
- Gardner's Addition: Naturalist Intelligence
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- Constructivism
- Naive Conceptions
- Assimilating and Accommodating New Learnings
- Learning Styles
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for Applying Learning Theory
- Summary
- Going Further
- Notes
- Suggested Readings
- 3. Science Process Skills
- Discovery Learning
- A Definition of Discovery Learning
- A Learning Cycle for Discovery
- The Science Process Skills: Individual Descriptions with Classroom Examples
- The Basic Processes
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- The Integrated Processes
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for the Science Process Skills
- Summary
- Going Further
- Note
- Suggested Readings
- 4. Planning and Managing
- The Water Rat and the Sea Horse
- The Scope of the Science Curriculum
- Determining the Scope of Your Curriculum
- The NSE Standards: Implications for Appropriate Scope
- The Sequence of the Science Curriculum
- Determining the Sequence of Your Curriculum
- The NSE Standards: Implications for Appropriate Sequence
- Unit Planning
- What Makes a Good Unit Plan?
- Will Unit Plans Work in Schools That Use Science Textbooks?
- Lesson Planning
- What Makes a Good Learning Objective?
- What Makes a Good Discovery-Based Lesson Plan?
- Sample Discovery-Based Lesson Plans
- Classroom Organization and Management for Discovery Learning
- Distributing Materials
- Providing Work Space
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- Make the Case: An Individual or Group Challenge
- Providing Clear Directions
- Internet Resources: Websites for Planning and Managing
- Summary
- Going Further
- Notes
- Suggested Readings
- 5. Strategies for Discovery Learning
- The Problem with Talk
- Cooperative Learning Strategies
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- What Is a Cooperative Learning Group?
- Finding a Focus for Your Groups
- Three Steps to Successful Cooperative Learning Groups
- Questioning Strategies
- Improving the Questions You Ask
- Using Wait-Time
- Active Listening Strategies
- Demonstrations
- Science Textbooks
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for Discovery Learning
- Summary
- Going Further
- Notes
- Suggested Readings
- 6. Assessment for Understanding and Inquiry
- "What D'ja Git?"
- Traditional Assessment, Authentic Assessment, and the NSE Standards Approach
- Traditional Assessment Techniques
- End-of-Chapter Homework
- Quizzes
- Tests
- Library Reports
- Activity Write-Ups
- Standardized Tests
- Authentic Assessment Techniques
- Portfolios
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- Anecdotal Records
- Affective Development Checklists
- Science Conferences with Children
- Science Journals
- Children's Self-Assessment
- The NSE Standards Recommendations for Assessing Understanding and Inquiry
- Assessing Students' Understanding
- Assessing Students' Ability to Conduct Inquiry
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites Related to Assessment
- Summary
- Going Further
- Notes
- Suggested Readings
- 7. Integrating Science
- Making Connections
- Science and the Language Arts
- Three Integrating Techniques
- Weaving It Together with Whole Language Instruction
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- Extending the Basics: Vocabulary, Comprehension, and Writing
- Science and Mathematics
- Computational Skills
- Data Collection and Expression
- Logical Reasoning
- Science and the Social Studies
- Science and Art
- Science and Music
- Science and Health and Physical Education
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for Integrating Science and Other Subjects
- Summary
- Going Further
- Notes
- Suggested Readings
- 8. Science WebQuests
- A Strange Thing Happened on My Way to School One Day
- What Is a Science WebQuest?
- Relationship to the Process Skills
- Relationship to the Discovery-Learning Cycle
- Relationship to the NSE Standards, Project 2061, and Local Curriculum Guides
- Alternative Strategies for Using Science WebQuests in Your Classroom
- How to Plan and Prepare a Science WebQuest
- Planning Challenges That Fit Your Students
- Planning Journeys That Fit Your Students
- Assessing the Report
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for Science WebQuests
- Summary
- Going Further
- Notes
- Suggested Readings
- 9. Adapting the Science Curriculum
- Treasuring the Fleeting Moments
- Children from Diverse Cultural Backgrounds
- Acquiring Supplementary Science Materials for Non-English Speakers
- Reinforcing Reading and Language Arts Skills
- Organizing Peer Tutoring
- Fostering Parent/Classroom Science Connections
- Creating Discovery-Based Lessons with Multicultural Dimensions
- Children with Special Needs
- The Inclusion Illusion
- Science Experiences for Children with Visual Impairments
- Science Experiences for Children with Hearing Impairments
- Real Teachers Talking: A Starting Point for Thinking, Talking, and Writing
- Science Experiences for Children with Physical Impairments
- Science Experiences for Children with Emotional Problems
- Children with Special Gifts and Talents
- Day-to-Day Enrichment Activities
- Challenge Projects
- Make the Case: An Individual or Group Challenge
- Internet Resources: Websites for Inclusive Classrooms
- Summary
- Going Further
- Notes
- Suggested Readings
- For the Teacher's Desk
- Your Classroom Enrichment Handbook
- Keeping Living Things ... Alive
- Safety Management Helper
- Materials to Keep in Your Science Closet
- The Metric Helper
- Content Coverage Checklists
- Your Science Survival Bookshelf
- Your Science Source Address Book
- Free and Inexpensive Materials
- The "Wish Book" Companies
- Bilingual Child Resources
- Special-Needs Resources
- Science Teachers Associations
- NASA Teacher Resource Centers
- Appendix. The National Science Education (NSE) Content Standards, Grades K-8
- Index
