Author: Jo Handelsman,Sarah Miller,Christine Pfund
Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
This book is based on a series of Pathways articles that illustrate effective instructional methods to help students gain conceptual understanding in ecology. It presents a philosophy of scientific teaching based on pedagogical principles designed to improve learning.
Mark Windschitl,Jessica Jane Thompson,Melissa Braaten
Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.
Contemporary science teaching approaches focus on fostering students to construct new scientific knowledge as a process of inquiry rather than having them act as passive learners memorizing stated scientific facts. Although this perspective of teaching science is clearly emphasized in the National Research Council’s National Science Education Standards (NRC, 1996), it is however challenging to achieve in the classroom. Science teaching approaches should enhance students’ conceptual understanding of scientific concepts which can be later utilized by students in deeper recognition of real world (Marsak & Janouskova, 2007). This book identifies and describes several different contemporary science teaching approaches and presents recent applications of these approaches in promoting interest among students. It promotes conceptual understanding of science concepts among them as well. This book identifies pertinent issues related to strategies of teaching science and describes best practice The chapters in this book are culmination of years of extensive research and development efforts to understand more about how to teach science by the distinguished scholars and practicing teachers.
The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for new practices in the college classroom. It is ideal for graduate teaching assistants, senior faculty and graduate coordinators, and mid-career professors in search of reinvigoration.
Thinking and Learning in Scientific and Other Complex Domains
Author: Frederick Reif
Publisher: MIT Press
Many students find it difficult to learn the kind of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, science, physics, chemistry, biology, engineering, or expository writing). Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors. Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kind of knowledge and thinking skills that are needed for science or mathematics courses in high school or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education.Frederick Reif is Emeritus Professor of Physics and Education at Carnegie Mellon University and the University of California, Berkeley.
The Investigative Approach in College Science Teaching
Publisher: NSTA Press
These first-person accounts demonstrate how students, including nonscience majors, can learn to do science as it is done in the real world—through hypothesis building, observation, and experimental design.
Issues in Science Teaching covers a wide range of important issues which will interest teachers at all phases in the education system. The issues discussed include: the nature and purposes of science education in a multicultural society, including the idea of science for all the role and purposes of investigational work in science education assessment, curriculum progression and pupil attitudes to their science experience supporting basic skills development in literacy, numeracy and ICT, through science teaching supporting cross-curricular work through science teaching taking account of individual differences including ability, special needs, learning style and the case for inclusion The articles are strongly based on current research and are intended to stimulate and broaden debate among the readers. Written by practising science educators and teachers, this book offers new and interesting ways of developing science education at all levels.
Improving Secondary Science Teaching has been written to help teachers both new and experienced reflect on their current practice and consider how to improve the effectiveness of their teaching. The book examines each of the common teaching methods used in science in relation to pupils' learning and provides guidance on management issues and procedures. With underlying themes such as pupils' interest in science and their motivation to learn; how pupils learn science; the type of science currently being taught in school; and the value of educational research; the book includes chapters on: the improvement process planning for progression and continuity promoting pupils' learning dealing with differences making use of information from assessment learning about the nature of science This timely book will be of interest to practising science teachers, particularly those who are working to improve the management of science departments or their own teaching practice. It will also be a valuable resource for science education researchers and students on higher degree courses in science education.
Joel J. Mintzes,James H. Wandersee,Joseph D. Novak
Too many universities remain wedded to outmoded ways of teaching. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be done—through detailed, tested strategies.
Methodology of Teaching Science will provide readers with a solid foundation on which to build expertise in teaching of the subject. This text does a comprehensive examination by introducing students to science as a school subject. It covers aspects like instructional planning, unit planning, teaching aids, curriculum planning and science laboratories. It also outlines the role of a science teacher in developing a students' scientific aptitude and approach.
Implications for Teaching,Learning, and Teacher Education
Author: Lawrence Flick,N.G. Lederman
Publisher: Springer Science & Business Media
This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.