|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)
|Grade Level:||Middle School, High School, College
|Read Inside:||Read a sample chapter: What Is Inquiry?
Biology teachers, you’re in luck—BSCS (Biological Sciences Curriculum Study) presents a wealth of current information in this new, updated edition of the classic The Biology Teacher’s Handbook.
No matter the depth of your experience, gain insight into what constitutes good teaching, how to guide students through inquiry at varying levels, and how to create a culture of inquiry in your classroom using science notebooks and other strategies. In addition, learn tactics for including controversial subjects in your courses, promoting scientific discussion, and choosing the right materials—information that would benefit the teacher of any subject.
BSCS experts have packed this volume with the latest, most valuable teaching ideas and guidelines. Their suggestions include designing your courses around five questions—all answered in the book’s five sections: What are the goals of the program for my students and me? How can I help students understand the nature of science? How do I teach controversial topics? How can I create a culture of scientific inquiry in my classroom? Where has biology teaching been, and where is it going?
|Intended User Role:||College/University Professor (core science discipline), College/University Professor (preservice science education), Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Equity, Inquiry learning, Instructional materials, Learning theory, Professional development, Science safety, Teacher preparation, Teaching strategies
Preface: History of The Biology Teacher’s Handbook
Introduction: Planning Your Biology Course
Introduction: A Context for Good Teaching
Chapter 1: The Relationship Between Teaching and Learning
Chapter 2: Teaching Science for Equity
Chapter 3: Unifying Principles of Biology
Chapter 4: Attending to Conceptual Challenges
Introduction: Invitations to Inquiry
Chapter 5: What Is Inquiry?
Chapter 6: Getting Started With Inquiry: Six Invitations
• Invitation to Inquiry 1: Seed Germination
• Invitation to Inquiry 2: Natural Selection
• Invitation to Inquiry 3: Predator-Prey and Natural Populations
• Invitation to Inquiry 4: Light and Plant Movement
• Invitation to Inquiry 5: Cell Nucleus
• Invitation to Inquiry 6: Thyroid Action
Chapter 7: An Invitation to Full Inquiry
Introduction: The Role of Controversy in Biology Education
Chapter 8: Perspectives on Contemporary Controversial Topics in Biology Education
• Controversial Topic 1: Evolution
• Controversial Topic 2: Human Reproduction
• Controversial Topic 3: Environmental Issues
• Controversial Topic 4: The Use of Animals in the Classroom
• Controversial Topic 5: Recombinant DNA Technology and the Human Genome Project
Introduction: Creating a Culture of Inquiry in Your Biology Classroom
Chapter 9: How to Set Up and Manage Your Biology Classroom
Chapter 10: How to Use Collaborative Learning in Your Classroom
Chapter 11: How to Use Science Notebooks in Your Classroom
Chapter 12: How to Help Students Make Meaning From What They Read
Chapter 13: How to Help Your Students Evaluate Information
Chapter 14: How to Help Students Construct Their Understanding of Science Concepts
Chapter 15: How to Promote Scientific Conversations Among Your Students
Chapter 16: How to Use Assessments to Improve Student Learning
Chapter 17: How to Select Programs for Your Inquiry Classroom
Introduction: BSCS and Biology Education
Chapter 18: BSCS’s Influence in Biology Education
Chapter 19: A BSCS Perspective on Contemporary Biology Education
Appendix A: National Science Education Standards for 9–12 Life Science
Appendix B: Common Solutions for the High School Biology Laboratory
Appendix C: Safety Issues for the Biology Classroom
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National Standards Correlation
This resource has 10 correlations with the National Standards.
- Process Standards for Professional Development
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- 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 teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Orchestrate discourse among students about scientific ideas.
- Recognize and respond to student diversity and encourage all students to participate fully in science learning.
- 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.
- Nurture collaboration among students.
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