By: Olaf Jorgenson, Jackie Cleveland, and Rick Vanosdall
|$19.96 - Member Price |
$24.95 - Nonmember Price
Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
based on 3 reviews
|Grade Level:||Middle School
|Read Inside:||Read a sample chapter: Integration Is Key: Science, Literacy, Math, and Technology
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
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
(mouse over for full classification)
Scientific habits of mind
|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, Interdisciplinary, Integrating technology, Learning theory, Professional development, Science safety, Teacher content knowledge, Teacher preparation, Teaching strategies
Tables and Figures
About the Authors
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
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National Standards Correlation
This resource has 25 correlations with the National Standards.
- Physical Science
- Properties of objects and materials
- Objects have many observable properties, including the ability to react with other substances. (K-4)
- Objects have many observable properties, including size, weight, shape, color, and temperature. (K-4)
- Materials can exist in different states--solid, liquid, and gas. (K-4)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Use mathematics in all aspects of scientific inquiry.
- Understandings about scientific inquiry
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Process Standards for Professional Development
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Content Standards
- 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.
- 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.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Nurture collaboration among students.
“This book combines insights about adolescent learners with what master teachers know about how to shift from passive, textbook-centered instruction to inquiry-based investigations….”
District Administration, March 2005
||A Book worth reading
||Reviewed by: Amy Diehm (Elliottsburg, PA) on June 14, 2009
||This book serves as an informational source for novice and experienced teachers alike. The book promotes inquiry based instruction. The first few chapters provide an introduction to inquiry based instruction and explains why it is vital in the process of learning science. There are ten inquiry based lessons, each containing many supplements such as objectives, procedures, and suggestions for assessment. The book is well formatted with easy to read tables and charts and provides the reader with a quick read or a quick reference.
||Great for all
||Reviewed by: William (Downers Grove, IL) on July 16, 2008
||This book is an excellent place to start for those teachers who wish to implement an inquiry based program in their classroom. This book starts by telling how the average adolescent learns and gives you ideas on how to best capture their attention and allow them to use their own cognitive abilities to complete the activities. Highly recommended to anyone looking to bring more hands-on activities into their classroom.
||Doing Good Science in Middle School: A Practical
||Reviewed by: david mccullough (miami, FL) on September 7, 2007
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