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Learning Science and the Science of Learning: Science Educators' Essay Collection


Edited by: Rodger W. Bybee
$22.36 - Member Price  
$27.95 - Nonmember Price


$29.07 - Member Price  
$36.34 - Nonmember Price
$18.17 - Member Price  
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Details

Type of Product:NSTA Press Book (also see downloadable PDF version of this book)
Average Rating:
 based on 2 reviews
Publication Date:1/1/2002
Pages:151
Stock Number:PB158X
ISBN:978-0-87355-208-0
Grade Level:Elementary School, Middle School, High School, College
NSTA Recommends
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
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Description

Sure, you teach science. But do your students really learn it? Students of all ages will absorb more if you adapt the way you teach to the way they learn. That's the message of this thoughtful collection of 12 essays by noted science teachers. Based on the latest research, this is definitely a scholarly book. But to bring theories to life, it includes realistic scenarios featuring classrooms where students are encouraged to "construct" their own science learning.

These scenarios will give you specific ideas on how to help your students become more reflective about their learning process, including what they know, what their stumbling blocks are, and how to overcome them. You'll also examine how to use formative assessment to gauge student learning during the course of a lesson, not just at the end.

Learning Science offers inspiration to all the weary teachers who've ever wondered, "Why don't these kids seem to get what I'm trying to say?"


Ideas For Use

Teachers will benefit from exploring the link between curriculum implementation and professional development and gain new insights into how students learn. The vignette format allows readers to enjoy the book even if they only have a few free minutes to spare.

Additional Info

Intended User Role:College/University Professor (core science discipline), Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Learning theory, Professional development, Teacher preparation, Teaching strategies

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




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National Standards Correlation

This resource has 8 correlations with the National Standards.  
[VIEW CORRELATIONS]

This resource has 8 correlations with the National Standards.  
[HIDE CORRELATIONS]

  • Process Standards for Professional Development
    • Evaluation
      • Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
    • Research-Based
      • Prepares educators to apply research to decision making. (NSDC)
    • Design
      • 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)
  • 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.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Use multiple methods and systematically gather data about student understanding and ability.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Model and emphasize the skills, attitudes, and values of scientific inquiry.


Customer Reviews
A Part of Coursework
  Reviewed by: Rhulene A (Milwaukee, WI) on July 15, 2008
  This book provided consise information and insightful remarks on key topics written by a variety of experts. It was used as required reading for a science and assessment course required in a Master's of Education program.

excellent source
  Reviewed by: Anne (Turners Falls, MA) on November 1, 2007
  I read this book for my science teaching methods course in graduate school. It is filled with excellent points and is very easy to read.

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