Teaching Science for Understanding
A Human Constructivist View
Published on 21. February 2005
384 pages
978-0-08-087924-6 (ISBN)
Description
Teaching Science for Understanding
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Joel J. Mintzes | James H. Wandersee | Joseph D. Novak
Teaching Science for Understanding
A Human Constructivist View
Book
02/2005
Academic Press
€63.13
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Content
- Front Cover
- Teaching Science for Understanding: A Human Constructivist View
- Copyright Page
- Contents
- Contributors
- Preface
- Part I: Theoretical and Empirical Foundations of Human Constructivism
- CHAPTER 1. THE PURSUIT OF A DREAM: EDUCATION CAN BE IMPROVED
- Introduction
- Developing a Passion for Learning
- Graduate Study in Botany and Education
- Teaching Biology and Biology Teachers
- Creating a Theory of Education
- A 12-Year Longitudinal Study of Science Learning
- Development of the Vee Heuristic
- Learning How to Learn
- My Third Career-Helping Corporations Learn
- Continuing the Pursuit of a Dream
- References
- CHAPTER 2. REFORM AND INNOVATION IN SCIENCE TEACHING: A HUMAN CONSTRUCTIVIST VIEW
- Restructuring Science Education: The Pre-Sputnik Years
- Post-Sputnik Reform and the Rise of Learning Theory: Science Education in the 1950s and 1960s
- Ausubel's Cognitive Assimilation Theory: 1963
- Cognitive Science and Postpositivist Epistemology: Science Education in the 1970s and 1980s
- Novak's Human Constructivism: The New Synthesis
- The Promise of Human Constructivism
- References
- CHAPTER 3. RESEARCH IN SCIENCE TEACHING AND LEARNING: A HUMAN CONSTRUCTIVIST VIEW
- Research in Science Education: A Brief History
- New Tools in Science Education Research: The Case of Mary A
- Understanding and Conceptual Change in Science: The Current Research Agenda
- Toward a New Beginning: Future Directions in Science Education Research
- Part II: Theory-Driven Intervention Strategies
- CHAPTER 4. THEORY-DRIVEN GRAPHIC ORGANIZERS
- What Are Graphic Organizers?
- A Basic Taxonomy of Graphic Organizers
- The Eye-Brain System and Graphic Organizers: I Came, I Saw, I Understood
- Three Ausubelian Tools For Science Teaching
- Research Perspectives on Concept Maps
- Limitations of Graphic Organizers
- The Future of Graphic Organizers
- Conclusion
- References
- CHAPTER 5. METACOGNITION AND CONCEPTUAL CHANGE
- Our Meanings for Conceptual Change and Metacognition
- An Example of Teaching from These Perspectives
- Some Aspects of the Nature of the Classroom in Which This Teaching Can Be Successful
- Content and Approaches to Conceptual Change
- A Concluding Comment on Introducing These Approaches
- References
- CHAPTER 6. HISTORY AND PHILOSOPHY OF SCIENCE AND THE PREPARATION FOR CONSTRUCTIVIST TEACHING: THE CASE OF PARTICLE THEORY
- Introduction
- Four Approaches to Teaching Particle TheorykA Review of Alternative Rationales
- Preparations for the Constructivistic Teaching of Particle Theory
- Analysis of the Relevant History of Science
- Analysis of Relevant Epistemological Ideas
- Summary
- Appendixes
- Appendix A
- Appendix B
- Appendix C
- Appendix D
- Appendix E
- References
- CHAPTER 7. THE CASE FOR ANALOGIES IN TEACHING SCIENCE FOR UNDERSTANDING
- Introduction
- Approaches to Instructional Analogies
- Practical Considerations for Instruction
- References
- CHAPTER 8. THE COMPUTER AS A POWERFUL TOOL FOR UNDERSTANDING SCIENCE
- Introduction: Overview of the Chapter
- Development of Computers as Tools for Understanding School Science: A Brief History
- Research in Computer-Based Education (CBE)
- Microcomputer-Based Labs
- Intelligent Computer-Assisted Instruction (ICAI)
- Internet and the Future
- References
- CHAPTER 9. USING HYPERMEDIA TO REPRESENT EMERGING STUDENT UNDERSTANDING: SCIENCE LEARNERS AND PRESERVICE TEACHERS
- Introduction
- Theoretical Framework
- Two Cases of Hypermedia Artifact Building
- Conclusions
- References
- CHAPTER 10. SMALL GROUPS AND SHARED CONSTRUCTIONS
- Why Use Instructional Groups in Science Instruction?
- Theoretical Perspectives of Group Instruction: Piaget and Vygotsky
- Social Mediation of Knowledge
- The Language of Construction
- Tools of Constructions
- Scaffolding Constructions
- Monitoring the Construction Process
- Teaching Tomorrow's Students: Changing Demographics
- Instructional Grouping and the Science Teacher
- References
- CHAPTER 11. INTERACTIVE HISTORICAL VIGNETTES
- What Does the Term "Nature of Science" Mean?
- What Is the Role of the Nature of Science in Contemporary Science Teaching?
- What Are Interactive Historical Vignettes (IHVs)?
- What Perspectives on IHVs Do Learning Theory and Science Education Research Have to Offer?
- How Have Participants Responded to IHVs?
- What Are Some of the Newest Applications of the IHV Instructional Strategy?
- How Can IHVs Advance Scientific Literacy Goals?
- References
- CHAPTER 12. TALKING AND DOING SCIENCE: IMPORTANT ELEMENTS IN A TEACHING-FOR-UNDERSTANDING APPROACH
- Personal and Public Science-Conceptual Change and Social Construction
- The Traditional Classroom Context
- The Emerging Classroom Context
- The Use of "Student as Scientist" Projects
- The Need for Student Questioning
- Communication with the Outside World
- Summary
- References
- Part III: Epilogue
- 13. EPILOGUE: MEANINGFUL LEARNING, KNOWLEDGE RESTRUCTURING, AND CONCEPTUAL CHANGE: ON WAYS OF TEACHING SCIENCE FOR UNDERSTANDING
- Teaching Science for Understanding: A Summary of Interventions
- Two Lessons in Science
- Teacher as Catalyst
- The Promise of an Interactive Society: A Cautionary Note
- Reference
