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Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction (e-Book)


By: Jackie Cleveland, Olaf Jorgenson, and Rick Vanosdall
$16.22 - Member Price  
$18.71 - Nonmember Price

$25.95 - Member Price  
$32.44 - Nonmember Price
Details

Type of Product:e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
Publication Date:1/1/2004
Pages:133
Stock Number:PB183Xe
ISBN:978-1-93353-178-6
Grade Level:Middle School


Description

Just as middle schoolers are “wired” to learn in active, hands-on ways, this book is wired to help you spark a vital connection to these students to keep them tuned-in to science. Doing Good Science in Middle School combines practical insights about adolescent learners with what master teachers know about how to shift from passive, textbook-centered instruction to inquiry-based investigations.

Chapters cover the psychology of the middle school learner; why inquiry and collaboration are the cornerstones of good science; integrating science, literacy, math, and technology; classroom management and safety; plus additional resources and sample forms. But at the book’s core are 10 must-do activities. All are developmentally appropriate, inquiry- and Standards-based lessons of use to teachers at all experience levels (including preservice).

Doing Good Science is a truly comprehensive practitioner’s guide. It brings you ideas for presenting curriculum, strategies for reaching all students, and a research basis for justifying your practices in the classroom—all through a combination of humor and true stories from experienced educators who make a solid case for inquiry in real-world middle school.


Ideas For Use

At the book’s core are 10 must-do activities—developmentally appropriate, Standards-based lessons useful to teachers at all experience levels. The book also offers abundant additional guidance, which includes the following:

•Insights into the psychology of the middle school learner
•A rationale for making inquiry and collaboration the cornerstones of good science
•Methods for integrating science, literacy, math, and technology
•Techniques for classroom management and safety

Additional Info

Science Discipline: (mouse over for full classification)
Safety and security
Physical changes
Physical properties
Gases
Liquids
Solids
Science process skills
Intended User Role:Administrator, College/University Professor (preservice science education), Curriculum Supervisor, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Equity, Inquiry learning, Instructional materials, Integrating technology, Learning theory, Professional development, Science safety, Teacher content knowledge, Teacher preparation, Teaching strategies

Contents

Tables and Figures
Acknowledgments
About the Authors
SciLinks
Preface

Chapter 1 – The Demands of the Middle School Learner: Socialization, Autonomy, and Structure
Chapter 2 – The Cornerstones of Good Science: Inquiry and Collaboration
Chapter 3 – What Good Science Looks Like in the Classroom
Chapter 4 – Integration Is Key: Science, Literacy, Math, and Technology
Chapter 5 – Classroom Management and Safety
Chapter 6 – Ten Activities for Middle School Science: Developmentally Appropriate, Inquiry- and Standards-Based
Chapter 7 – Inquiry Activities in Action: Questioning, Differentiating, and Assessing
Chapter 8 – Where Do I Go From Here? Resources for Good Science in Middle School

Appendix A Glossary of Science Terms
Appendix B Sample Lab Report Form
Appendix C NSTA Position Statement: The Nature of Science
Appendix D Science Lab Safety Rules Bibliography
Index


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National Standards Correlation

This resource has 24 correlations with the National Standards.  
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This resource has 24 correlations with the National Standards.  
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  • Physical Science
    • Properties of objects and materials
      • Materials can exist in different states--solid, liquid, and gas. (K-4)
  • Process Standards for Professional Development
    • Research-Based
      • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
      • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
    • Design
      • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
      • Uses learning strategies appropriate to the intended goal. (NSDC)
    • Learning
      • Applies knowledge about human learning and change. (NSDC)
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
  • Content Standards
    • Equity
      • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
    • Quality Teaching
      • Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
      • Work together as colleagues within and across disciplines and grade levels.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
      • Focus and support inquiries while interacting with students.
      • Orchestrate discourse among students about scientific ideas.
      • Challenge students to accept and share responsibility for their own learning.
      • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Analyze assessment data to guide teaching.
      • Use multiple methods and systematically gather data about student understanding and ability.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Create a setting for student work that is flexible and supportive of science inquiry.
      • Ensure a safe working environment.
  • History and Nature of Science
    • Nature of science
      • NA
  • Physical Science
    • Properties and changes of properties in matter
      • NA
  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • NA
    • Understandings about scientific inquiry
      • NA


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