Contents
Preface
Acknowledgments
Introduction
Harold Pratt, NSTA President 2001-2002
Part I - How Do Students Learn Science?
Chapter 1 - How Students Learn and How Teachers Teach
Angelo Collins
Chapter 2 - Applying the Science of Learning to the Education of
Prospective Science Teachers
Jose P. Mestre and Rodney R. Cocking
Part II - Designing Curriculum for Student Learning
Chapter 3 - Scientific Inquiry, Student Learning, and the Science Curriculum
Rodger W. Bybee
Chapter 4 - Supporting the Science-Literacy Connection
Jeanne Rose Century, Joseph Flynn, Doris Santamaria Makang, Marian Pasquale, Karen M. Robblee, Jeffrey Winokur, and Karen Worth
Chapter 5 - Reaching the Zone of Optimal Learning: The Alignment of Curriculum, Instruction, and Assessment
Stephen J. Farenga, Beverly A. Joyce, and Daniel Ness
Part III - Teaching That Enhances Student Learning
Chapter 6 - Alignment of Instruction with Knowledge of Student Learning
Paul Jablon
Chapter 7 - Learner-Centered Teaching
Jeffrey Weld
Chapter 8 - Using the Laboratory to Enhance Student Learning
Michael P. Clough
Part IV - Assessing Student Learning
Chapter 9 - Using Assessment to Help Students Learn
J. Myron Atkin
Chapter 10 - Assessing Student Learning
Anne M. Cox-Petersen and Joanne K. Olson
Part V - Professional Development and the Science of Learning
Chapter 11 - Curriculum Reform, Professional Development, and Powerful Learning
Janet Carlson Powell, James B. Short, and Nancy M. Landes
Chapter 12 - Professional Development and How Teachers Learn:
Developing Expert Science Teachers
Katherine E. Stiles and Susan Mundry