Book Description
The Art of Teaching Science focuses on the preparation of science teachers as professional artists. This text emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, integrating a wide variety of pedagogical learning tools. These tools involve inquiry, experimentation, reflection, writing, discussion, and interaction. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, professionals, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. The Art of Teaching Science is a science-teaching handbook designed for the professional development of middle- and high-school science teachers. The experiential tools in the book make it useful for both pre- and in-service teacher education environments, easily adapted to any classroom setting. Profound changes in our understanding of the goals of science teaching-as evidenced by the emphasis on inquiry-based activities advocated by the National Science Education Standards-underscore the need to equip a new cadre of educators with the proper tools to encourage innovation and science literacy in the classroom. Providing meaningful learning experiences and connections with the most recent research and understanding of science teaching, The Art of Teaching Science sets the standard for the future of science education.
Customer Reviews:
Dense and Inviting.......2007-02-23
I am teaching middle school science and love this book. It is packed with information and has a very interesting browsable format. Its very inviting to pick up and just start reading anywhere. There is a good balance between theory and application. It addresses the real world of teaching in multicultural, economically diverse america.
Best Investment I've Made in a Long Time!.......2005-07-19
Research based and gives lots of case studies that illustrate
how instructional tools can be implemented. Explains the theory behind the models as well. A must have for science teachers!
The Art of Teaching Science.......2005-01-12
The Art of Teaching Science is a wonderful resource for middle and secondary science teachers. The book recognizes good teaching as a creative and experiential process and it provides young educators with a framework for innovative teaching. The hands-on, minds-on activities provide useful examples of how inquiry-based experiences can help improve our students understanding and enjoyment of science. It is well worth the read.
A Treasure Trove!.......2004-12-11
Hassard is at it again! Having been one of the pioneers in exploring the application of technology in the teaching of science in his earlier books, such as Science as Inquiry and Minds on Science, Hassard's The Art of Teaching Science is a compendium containing all that a science educator needs to be fully current and effective.
Incorporating historical information I deem critical knowledge for my pre-service students, Hassard considers the curriculum implications of the science curriculum, and does a masterful job at the marriage of the theory with the current trends in best practices in Part III of his book. In Part IV, Hassard really struts his stuff as a master strategist, and takes on the reader with him. This part, for me, is one of the most important reason to get this book, although some may argue that other sections hold stronger merit.
This is one of the books to own, if just to use for reference purposes.
Charles Hutchison
Science Educator
College of Education
The University of North Carolina at Charlotte
Book Description
Case studies, tips, and tools to harness the power of students’ curiosity and improve achievement in science!
Now from the author of the best-selling
Inquire Within comes a groundbreaking book devoted entirely to high school science teachers who desire to improve their teaching and enhance student learning through inquiry.
Teaching High School Science Through Inquiry offers a complete plan for nurturing a culture of inquiry in classrooms and schools. Drawing from current research, case studies, and personal anecdotes, Llewellyn leads teachers on a personal and professional journey to understanding inquiry-based instruction. Paying close attention to national standards, he shows teachers how to help students:
- Develop an understanding of scientific concepts and the nature of science
- Learn the skills and attitudes necessary to become independent thinkers and inquirers about the natural world
- Identify questions and concepts that guide scientific investigations
- Use logic and evidence to formulate and revise scientific explanations
The American Association for the Advancement of Science, the National Research Council, and the National Science Teachers Association all assert the importance of promoting scientific literacy through the perspectives and methods of inquiry.
Teaching High School Science Through Inquiry makes it doable.
Book Description
. . . a unique and imaginative approach to education, taking the student out of the textbook, even out of the classroom, into creative contact with the world outside. Students and teachers will profit immensely from its suggestions.
- Howard Zinn, Professor Emeritus, Boston University, Author of A People's History of the United States
. . . smooth, entertaining, witty, and personaljust the right combination of methods, social analysis, and philosophy of history for my secondary certification students.
- Susan Starbuck, Professor, Antioch University Seattle, author of Hazel Wolf: Fighting the Establishment
. . . a student-centered, intellectually invigorating, content-open way to engage students in the study of history.
- Tarry Lindquist, Author of Seeing the Whole Through Social Studies, Ways That Work, and Social Studies at the Center
In this practical guidebook, Douglas Selwyn and Jan Maher propose adifferent way of teaching history - start from today and keep askingquestions. As students investigate possible answers, they make connectionsacross miles and centuries. Along the way, they experience that essentialinsight of the social studies: Point of view has everything to do with howone perceives the world. To this end, each chapter explores projectsconnecting students' concerns with core content and concepts in history,geography, civics, and economics.
Lessons center on the economics of ordinary objects, understanding currentevents in historical context, creating readers1 theater, photodocumentariesand more. While students dig deeply into issues of personal relevance, theyalso master the content and skills mandated in state and national standards.Students learn about history - and about themselves.
Customer Reviews:
A Must Have for Social Studies Teachers.......2005-07-04
Engaging students in the classroom and helping them draw connections between their own lives and what they are learning are two of the biggest challenges for any teacher, novice or otherwise. This is often doubly true in a history classroom.
History in the Present Tense is an incredible resource for any Social Studies Teacher. It offers a range of lessons that help students draw connections between history and the present, are focused on student inquiry, and encourage students to count on each as resources. The lessons encourage students to become active participants in the classroom, not just passive absorbers of information.
This book is easy to use and the activities can be adapted to almost any age level.
Teaching history made fun, accessible and relevant.......2005-01-03
In "History in the Present Tense," Doug Selwyn and Jan Maher - both accomplished writers and educators - have produced a completely accessible, practical, insightful and FUN book about how to engage students in making, recording and analyzing history.
Their original lessons emphasize multiple perspectives and authentic tasks, and challenge young people to think critically about real world issues.
Thoughtful questions, suggested resources and sample handouts are included. The lessons have been field tested by teachers (like me), enabling readers to gain from the experiences and modifications of teachers in a variety of settings.
As a middle school history teacher, I was most impressed by the authors' ability to incorporate what it means to think and work like a historian: the role of lenses in viewing events, the importance of corroborating evidence, the privileging of some accounts over others, and the roles of the media and textbooks in influencing our interpretations of events.
This book is a "must-have" for novice and experienced teachers who seek to learn and teach history in hands-on, relevant and stimulating ways... from investigative reporting to policy making to documentary production.
Book Description
Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students' feelings of connection to their school; gender and schooling; parents' experiences dealing with "the system"; high-stakes testing; and technology use at home.
Book Description
Teachers and teacher educators who use primary sources will welcome Fresch's book.
- Dr. M. Gail Hickey, Professor of Education, Indiana University-Purdue University Fort Wayne
Eula Fresch has discovered that young students are fascinated by accounts of children who lived in other places and in other times. I find her argument quite persuasive that such accounts help young people develop a meaningful historical identity and can help empower them for civic participation. Connecting Children with Children, Past and Present reminds us that children and young people, no less than adults, helped make history.
- Dr. Matthew Downey, Former Director, Children and Youth in American History Project, University of California, Berkeley
- Nine months before Rosa Parks took a stand against segregation, fifteen-year old Claudette Colvin was arrested for refusing to give up her bus seat.
- Nine-year-old Johnny Clem joined the Union army as a drummer and by age eleven became a lance corporal; eventually he became a major general.
- Iqbal Masih of Pakistan was a debt-bonded laborer at age four; freed at age 10, he began a crusade against child labor.
Through making connections like these, students can see that history is their story, too. Eula Fresch shows how you can use this interest to engage upper elementary and middle school students in historical inquiry by introducing them to primary sources created by or about real children. She shares resources and strategies for doing this in each of her chapters, built around a theme or period of history. Students learn how to interpret letters and diaries, analyze photographs, and role play from the perspectives of their historical peers. Fresch also connects the past to the present - she describes how students can translate and use their predecessors' examples to become activists in their own communities.
Loaded with archival and contemporary material with links to NCSS standards, a substantial annotated bibliography, and plenty of classroom examples, Connecting Children with Children, Past and Present is a unique resource, ready for immediate use to empower your students to create history today.
Average customer rating:
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The Art of Teaching Science: Inquiry and Innovation in Middle and High School
Jack Hassard
Manufacturer: Routledge
ProductGroup: Book
Binding: Paperback
 General
| Education
| Nonfiction
| Subjects
| Books
High School
| Education
| Nonfiction
| Subjects
| Books
High School
| By Level
| Education
| Professional & Technical
| Subjects
| Books
General
| Education
| Professional & Technical
| Subjects
| Books
ASIN: 0415965284 |
Book Description
Assignments that engage students in inquiry topics of their own choosing contribute to motivation and thus to learning. Very often the topics chosen (particularly by high school students) are considered controversial by school administration, parents, community organizations, and others. This practical book discusses the processes, actions, and policies needed to support and encourage high school students in that type of inquiry. Building trusting relationships over time with administration and the school community will be stressed as a way to build a community of true inquiry in your school and library. Classroom teachers and high school librarians will value the advice and scaffolding techniques presented that will enable their school and high school library to become a safe place for student inquiry into issues of their own choosing-- controversial or not. The author draws on her 30-plus years as a high school librarian, deeply concerned with the intellectual freedom of the researchers in her library media center and with offering help and reassurance to those trying to implement school library programs that allow all voices to be heard. Grades 9-12.
Books:
- The Ascent of Man
- The Cognitive Neuroscience of Memory: An Introduction
- The Handy Math Answer Book (Handy Answer Books)
- The Human Experiment: Two Years and Twenty Minutes Inside Biosphere 2
- The Language of God: A Scientist Presents Evidence for Belief
- The Last Colony
- The Last Man on the Moon: Astronaut Eugene Cernan and America's Race in Space
- The Military Revolution: Military Innovation and the Rise of the West, 1500-1800
- The Placebo Chronicles: Strange But True Tales From the Doctors' Lounge
- The Power of Your Other Hand : A Course in Channeling the Inner Wisdom of the Right Brain
Books Index
Books Home
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Science as Inquiry
Tips For The Science Teacher: Research-Based Strategies to Help Students Learn
Teaching High School Through Inquiry
Teaching Science for Understanding: A Practical Guide for Middle and High School Teachers
Biology Inquiries: Standards-Based Labs, Assessments, and Discussion Lessons (Jossey-Bass Teacher)
