Teaching Science in Elementary and Middle School Classrooms: A Project-Based Approach
2nd Edition
Published on 16. September 2002
Book
Paperback/Softback
552 pages
978-0-07-248674-2 (ISBN)
Description
This text provides an overview of current science teaching practices for the elementary and middle grades. The authors, top scholars in the field of Science Education, believe that all children should develop an in-depth and meaningful understanding of scientific concepts and processes. To achieve this, the text utilizes the Project Based Approach. Project-based science stresses that science teaching should emphasize the active engagement of students in science, rather than teachers telling students information. Each chapter has several Portfolio Activity boxes that provide active learning experiences or reflections for the student.Like the first edition, the text includes numerous strategies in each chapter that help both new and experienced teachers understand how to teach science in an active and engaging manner. The text also shows teachers how to implement the National Science Education Standards (NSES) and constructivist strategies. A NSES marginal feature keys content to the standards. Moreover, this textbook helps teachers learn how to implement all of today's major reforms; not just read about them.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
Dimensions
Height: 229 mm
Width: 188 mm
Thickness: 20 mm
Weight
806 gr
ISBN-13
978-0-07-248674-2 (9780072486742)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Joseph Krajcik, a Professor of Science Education in the School of Education at the University of Michigan, focuses his research on re-engineering science classrooms so that students engage in solving authentic, problems through collaboration and the use of learning technologies. Professor Krajcik has authored and co-authored over 60 journal articles or chapters in books and reviews manuscripts for a number of journals. He was recently selected to be President of NARST, the National Association for Research in Science Teaching.
Charlene M. Czerniak is currently a professor at The University of Toledo. She received her Ph.D. in education from The Ohio State University. A former elementary teacher, she has authored and co-authored over 35 journal articles and reviews manuscripts for a number of journals. She has also published two chapters in books and illustrated twelve children's science education books. Professor Czerniak's areas of specialty also include professional development for elementary and middle grades teachers, science education reform, and school improvement. She was recently elected President of the School Science and Mathematics Association.
Carl F. Berger is currently Director of Academic Information Processes at the University of Michigan where he is also a Professor in the School of Education. He received his doctorate (Ed.D.) from the University of California, Berkeley where he was a research scientist from 1966 to 1971. A former junior high school and high school teacher, he was a member of the Science Curriculum Improvement Study author team. He has authored or co-authored over a dozen books. He was selected in 1979 as the outstanding teacher education in the state of Michigan and in 1996 received the Distinguished Contributions to Science Education through Research award from the National Association for Research in Science Teaching (NARST). His special interests are in how children learn science using technology, and in applications of technology in classrooms and program improvement.
Charlene M. Czerniak is currently a professor at The University of Toledo. She received her Ph.D. in education from The Ohio State University. A former elementary teacher, she has authored and co-authored over 35 journal articles and reviews manuscripts for a number of journals. She has also published two chapters in books and illustrated twelve children's science education books. Professor Czerniak's areas of specialty also include professional development for elementary and middle grades teachers, science education reform, and school improvement. She was recently elected President of the School Science and Mathematics Association.
Carl F. Berger is currently Director of Academic Information Processes at the University of Michigan where he is also a Professor in the School of Education. He received his doctorate (Ed.D.) from the University of California, Berkeley where he was a research scientist from 1966 to 1971. A former junior high school and high school teacher, he was a member of the Science Curriculum Improvement Study author team. He has authored or co-authored over a dozen books. He was selected in 1979 as the outstanding teacher education in the state of Michigan and in 1996 received the Distinguished Contributions to Science Education through Research award from the National Association for Research in Science Teaching (NARST). His special interests are in how children learn science using technology, and in applications of technology in classrooms and program improvement.
Content
Portfolio ActivitiesPrefaceChapter 1: Why and How Should I Teach Science to Children?Chapter 2: How Do Children Construct Understanding in Science?Chapter 3: What Is a Driving Question?Chapter 4: How Are Scientific Investigations Developed?Chapter 5: How Can Learning Technologies Be Used to Support Investigations? Chapter 6: How Do I Develop Collaboration in the Science Classroom?Chapter 7: How Do I Develop and Use Benchmark Lessons?Chapter 8: Why Do We Assess Students in Science?Chapter 9: How Is Student Understanding Assessed?Chapter 10: How Do I Manage the Project-Based Science Classroom?Chapter 11: How Do I Plan a Project-Based Curriculum?Chapter 12: What Are the Next Steps?GlossaryPhoto CreditsIndex