Edited by: Robert E. Yager
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Exemplary Science in Grades 9-12: Standards-Based Success Stories
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
|Publication Title:||Exemplary Science Monograph Series
|Grade Level:||High School
|Read Inside:||Read a sample chapter: It's the "Little Things" That Can Change the Way You Teach
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]
In this collection of 15 essays, educators describe successful programs they’ve developed to fulfill the National Science Education Standards’ vision for the reform of teaching, assessment, professional development, and content at the high school level. All the visions correspond with the Less Emphasis and More Emphasis conditions that conclude each section of the Standards, characterizing what most teachers and programs should do less of as well as describing the changes needed if real reform is to occur.
Essay titles reveal the range of programs—and creativity—this book encompasses. Among the titles are “Technology and Cooperative Learning: The IIT Model for Teaching Authentic Chemistry Curriculum,” “Modeling: Changes in Traditional Physics Instruction,” “Guided by the Standards: Inquiry and Assessment in Two Rural and Urban Schools,” and even “Sing and Dance Your Way to Science Success.”
The book ends with a summary chapter by editor Robert Yager on successes and continuing challenges in meeting the Standards’ visions for improving high school science. As Yager notes, “The exemplary programs described in this monograph give inspiration while also providing evidence that the new directions are feasible and worth the energy and effort needed for others to implement changes.
Ideas For Use
The authors hope that by reading this book, teachers will find new ideas to try and that they will want to share more stories of their successes, especially in terms of similar experiences with their own students.
|Intended User Role:||Administrator, Curriculum Supervisor, High-School Educator, Professional Development Provider, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Learning theory, Professional development, Teacher preparation, Teaching strategies
Implementing the Changes in High School Programs
Envisioned in the National Science Education Standards:
Where Are We Nine Years Later?
Robert E. Yager
Chapter 1 It’s the “Little Things” That Can Change the Way You Teach
David L. Brock
Chapter 2 Technology and Cooperative Learning: The IIT Model for
Teaching Authentic Chemistry Curriculum
Therese Forsythe and Gregory MacKinnon
Chapter 3 Inquiring Minds Want to Know All About Detergent Enzymes
Carolyn A. Hayes
Chapter 4 Teaching Ecology by Evolving and Revolving
Harry Hitchcock and Claudia Melear
Chapter 5 Biomedical Engineering and Your High School Science
Classroom: Challenge-Based Curriculum That Meets
the NSES Standards
Stacy Klein and Robert D. Sherwood
Chapter 6 RIP-ing Away Barriers to Science Education:
Inquiry Through the Research Investigation Process
Robert E. Landsman
Chapter 7 Modeling: Changes in Traditional Physics Instruction
Chapter 8 Guided by the Standards: Inquiry and Assessment in Two
Rural and Urban Schools
Julie A. Luft, Teresa Potter, and Steve Fletcher
Chapter 9 The View From One Classroom
Carmela Rivera Minaya
Chapter 10 Sing and Dance Your Way to Science Success
Chapter 11 Student Inquiry at the Illinois Mathematics and
Judith A. Scheppler, Donald Dosch, Susan Styer, and Steven Rogg
Chapter 12 Teacher Action Research on Interactive Lectures:
Engaging All Students in Verbal Give-and-Take
Ruth Trimarchi and Brenda Capobianco
Chapter 13 Stop Talking, Start Listening: Turning Didactic Science
Teaching On Its Head
Peter Veronesi and Karl Biedlingmaier
Chapter 14 The Sky’s the Limit: A More Emphasis Approach to the Study of Meteorology
Eric A. Walters
Chapter 15 Bust That Castle Wall!
Chapter 16 Successes and Continuing Challenges: Meeting the NSES
Visions for Improving Science in High Schools
Robert E. Yager
Appendix 1 Less Emphasis/More Emphasis Recommendations from the National Science Education Standards
Appendix 2 Contributors List
This Title Also Available as Part of a Set:
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National Standards Correlation
This resource has 16 correlations with the National Standards.
- Context of Professional Development
- Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities. (NSES)
- Process Standards for Professional Development
- Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (NSDC)
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- 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)
- 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)
- 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 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.
- Challenge students to accept and share responsibility for their own learning.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
- Teachers of science actively participate in the ongoing planning and development of the school science program.
- Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
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