This textbook provides an introduction to inquiry-oriented secondary science teaching methods. This book stands out from the others by practicing what it preaches- it uses the inquiry approach to teach the inquiry approach. In addition, it provides tools teachers can use in their classrooms immediately, such as lesson planning procedures, classroom management techniques and effective evaluation procedures. The book is developed around six key questions: 1. What is science? 2. Why teach science? 3. What is the nature of scientific knowledge? 4. How do scientists construct knowledge? 5. How do…mehr
This textbook provides an introduction to inquiry-oriented secondary science teaching methods. This book stands out from the others by practicing what it preaches- it uses the inquiry approach to teach the inquiry approach. In addition, it provides tools teachers can use in their classrooms immediately, such as lesson planning procedures, classroom management techniques and effective evaluation procedures. The book is developed around six key questions: 1. What is science? 2. Why teach science? 3. What is the nature of scientific knowledge? 4. How do scientists construct knowledge? 5. How do people develop effective reasoning patterns? 6. What teaching methods best facilitate scientific knowledge acquisition (both conceptual knowledge construction and reasoning pattern development)?Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Anton Lawson's career in science education began in the late 1960s in California where he taught middle school science and mathematics for three years before completing his Ph.D. at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery, (Kluwer: Dordrecht, The Netherlands, 2003). Lawson's most recent book is an introductory biology text called Biology: An Inquiry Approach, (Kendall/Hunt; Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST's career award for Distinguished Contributions to Science Education Research as well as the Outstanding Science Educator of the Year Award by the Association for the Education of Teachers in Science.
Inhaltsangabe
Part I. The Nature of Science 1. Educational Goals and The Nature of Science Inquiry Exploring Instructional Alternatives The Goals of American Education How Science Is Practiced Testing Hypothesis Using Experiments Basic and Applied Research 2. The Nature of Scientific Theories The Greek Four-Material Theory The "Discovery" of Oxygen Description Versus Explanation: Why Do Objects Fall? Proof and Disproof The Elements of Scientific Discovery How Do Science and Religion Differ? Part II. Student Thinking, Development, and Learning 3. How Students Think Exploring Student Reasoning How Do Student Responses Relate to Intellectual Development? Is There A Fifth State? Why Developmental Stages Are Important to Teachers 4. Developing and Learning Different Types of Knowledge Developing Procedural Knowledge Provoking Self-Regulation In The Classroom Why Does State "Retardation" Occur? Learning Declarative Knowledge Provoking Development and Learning In The Classroom Teaching for Development and Learning Part III. Elements of Inquiry Instruction 5. The Origins And Outcomes of Inquiry Instruction A Brief History of Science Instruction Outcomes of Inquiry Instruction 6. Inquiry Instruction Exploring Instructional Alternatives Types of Learning Cycles How Do Learning Cycles Relate to Doing Science? Using Textboks to Introduce New Terms 7. Planning For Inquiry Questions to Consider Preparing Good Lesson Plans 8. Technology, Labs, and Safety in the Inquiry Classroom Classroom Technology Labs in the Inquiry Classroom Lab Safety and Organism Use Part IV. Instructional Strategies 9. Demonstrations, Lectures, Discussions, and Field Trips Demonstrations Lectures Discussions Field Trips 10. Managing the Inquiry Classroom Classrooms Rules and Procedures Solving Management Problems The Classroom Management Survey 11. Inquiry Instruction and Diverse Learners Strategies for English Language Learners Avoiding Gender Bias Students With Learning Disabilities Meeting the Needs of Gifted Students Selecting and Using a Textbook for Diverse Learners 12. Curriculum Development Types of Concepts Conceptual Systems Inititating and Sequencing Units Teaching the Ecosystem Conceptual System Scheduling Learning Cycles Integrating Technological and Societal Issues 13. Assessing Student Progress Types of Assessment Anticipating and Reducing Bias Assigning Grades Developing Effective Exams Bloom s Taxonomy of Educational Objectives Using Exams to Encourage Self-Regulation Developing and Scoring Essay Exams Using Homework Problems to Encourage Self-Regulation Using Written Assignments to Encourage Self-Regulation Part V. Professional Induction and Development 14. Helping More Teachers Use Inquiry Inquiry Doesn t Take Too Much Time and Energy Inquiry Can "Cover" Enough Material Reading Inquiry Textbooks Can Be Easier Risk Is Not Too High Concrete Thinkers Can Inquire Students Don t Waste Too Much Time Old "Dogs" Can Learn New "Tricks" Inquiry Is Flexible Inquiry Increases Comfort Inquiry Is Not Too Expensive Using the RTOP to Measure and Improve Inquiry Teaching 15. Professional Development Professional Development Standards Good Teaching Really Matters Conducting Action Research in Your Classroom
Part I. The Nature of Science 1. Educational Goals and The Nature of Science Inquiry Exploring Instructional Alternatives The Goals of American Education How Science Is Practiced Testing Hypothesis Using Experiments Basic and Applied Research 2. The Nature of Scientific Theories The Greek Four-Material Theory The "Discovery" of Oxygen Description Versus Explanation: Why Do Objects Fall? Proof and Disproof The Elements of Scientific Discovery How Do Science and Religion Differ? Part II. Student Thinking, Development, and Learning 3. How Students Think Exploring Student Reasoning How Do Student Responses Relate to Intellectual Development? Is There A Fifth State? Why Developmental Stages Are Important to Teachers 4. Developing and Learning Different Types of Knowledge Developing Procedural Knowledge Provoking Self-Regulation In The Classroom Why Does State "Retardation" Occur? Learning Declarative Knowledge Provoking Development and Learning In The Classroom Teaching for Development and Learning Part III. Elements of Inquiry Instruction 5. The Origins And Outcomes of Inquiry Instruction A Brief History of Science Instruction Outcomes of Inquiry Instruction 6. Inquiry Instruction Exploring Instructional Alternatives Types of Learning Cycles How Do Learning Cycles Relate to Doing Science? Using Textboks to Introduce New Terms 7. Planning For Inquiry Questions to Consider Preparing Good Lesson Plans 8. Technology, Labs, and Safety in the Inquiry Classroom Classroom Technology Labs in the Inquiry Classroom Lab Safety and Organism Use Part IV. Instructional Strategies 9. Demonstrations, Lectures, Discussions, and Field Trips Demonstrations Lectures Discussions Field Trips 10. Managing the Inquiry Classroom Classrooms Rules and Procedures Solving Management Problems The Classroom Management Survey 11. Inquiry Instruction and Diverse Learners Strategies for English Language Learners Avoiding Gender Bias Students With Learning Disabilities Meeting the Needs of Gifted Students Selecting and Using a Textbook for Diverse Learners 12. Curriculum Development Types of Concepts Conceptual Systems Inititating and Sequencing Units Teaching the Ecosystem Conceptual System Scheduling Learning Cycles Integrating Technological and Societal Issues 13. Assessing Student Progress Types of Assessment Anticipating and Reducing Bias Assigning Grades Developing Effective Exams Bloom s Taxonomy of Educational Objectives Using Exams to Encourage Self-Regulation Developing and Scoring Essay Exams Using Homework Problems to Encourage Self-Regulation Using Written Assignments to Encourage Self-Regulation Part V. Professional Induction and Development 14. Helping More Teachers Use Inquiry Inquiry Doesn t Take Too Much Time and Energy Inquiry Can "Cover" Enough Material Reading Inquiry Textbooks Can Be Easier Risk Is Not Too High Concrete Thinkers Can Inquire Students Don t Waste Too Much Time Old "Dogs" Can Learn New "Tricks" Inquiry Is Flexible Inquiry Increases Comfort Inquiry Is Not Too Expensive Using the RTOP to Measure and Improve Inquiry Teaching 15. Professional Development Professional Development Standards Good Teaching Really Matters Conducting Action Research in Your Classroom
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/neu
