Ideas For Use
Professional development providers need to be familiar with how content strands are organized
across K–12 curriculums and how major concepts and processes are seen and used in
concert. Professional development initiatives must focus on science as inquiry and on how
science teaching also can result in inquiries about teaching. If we focus too acutely on a single
scientific discipline, and exclude concepts from other disciplines, problems result.
Contents
Introduction: Implementing the Changes in Professional
Development Envisioned by the National Science Education
Standards: Where Are We Eight Years Later?
Robert E. Yager
Acknowledgments
Chapter 1 A Collaborative Endeavor to Teach the Nature of Scientific
Inquiry: There’s More to Science Than Meets the “I”
Valarie L. Akerson and Deborah L. Hanuscin
Chapter 2 Bringing School Science to College:
Modeling Inquiry in the Elementary Science Methods Course
Sondra Akins
Chapter 3 TEAMS: Working Together to Improve Teacher Education
Dale Baker, Michael Piburn, and Douglas Clark
Chapter 4 Exemplary Science: Best Practice in Science Teaching Today
Timothy Cooney and Cherin Lee
Chapter 5 Facilitating Improvement Through Professional Development:
Teachers Rising to the Occasion
Pradeep M. Dass
Chapter 6 The Contextual Teaching and Learning Instructional Approach
Shawn M. Glynn and Thomas R. Koballa, Jr.
Chapter 7 Applying the National Science Education Standards in Alaska:
Weaving Native Knowledge Into Teaching and Learning
Environmental Science Through Inquiry
Leslie S. Gordon, Sidney Stephens, and Elena B. Sparrow
Chapter 8 Operation Chemistry: Where the Clocks Run by Orange Juice
and the T-Shirts Are Never Bare
Paul Kelter, Jerry Walsh, and C. W. McLaughlin
Chapter 9 Community of Excellence: More Emphasis on Teacher Quality
Susan B. Koba and Carol T. Taylor Mitchell
Chapter 10 Filling the Void in the Professional Development Continuum:
Assisting Beginning Secondary Science Teachers
Julie A. Luft, Gillian H. Roehrig, and Nancy C. Patterson
Chapter 11 Knowing and Teaching Science: Just Do It
Eddie Lunsford, Claudia T. Melear, and Leslie G. Hickok
Chapter 12 Emphasizing Inquiry, Collaboration, and Leadership
in K–12 Professional Development
Andrew J. Petto, Michael Patrick, and Raymond Kessel
Chapter 13 The Oklahoma Science Project for Professional Development:
A Road Taken
Philip M. Silverman
Chapter 14 Professional Development Based on Conceptual Change:
Wyoming TRIAD Process
Joseph I. Stepans, Barbara Woodworth Saigo, and Joan Gaston
Chapter 15 Hey! What’re Ya Thinkin’?
Developing Teachers as Reflective Practitioners
Barbara S. Spector, Ruth Burkett, and Cyndy Leard
Chapter 16 Rethinking the Continuing Education of Science Teachers:
An Example of Transformative, Curriculum-Based Professional
Development
Joseph A. Taylor, Janet Carlson Powell, David R. Van Dusen, Bill Pearson,
Kim Bess, Bonnie Schindler, and Danine Ezell
Postscript Successes and Continuing Challenges: Meeting the NSES Visions
for Improving Professional Development Programs
Robert E. Yager
Appendix 1 Less Emphasis/More Emphasis Conditions
of the National Science Education Standards
Appendix 2 List of Contributors
Index