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Exemplary Science for Resolving Societal Challenges


Edited by: Robert E. Yager
$11.96 - Member Price  
$14.95 - Nonmember Price

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Details

Type of Product:NSTA Press Book (also see downloadable PDF version of this book)
Publication Title:Exemplary Science Monograph Series
Publication Date:9/28/2010
Pages:265
Stock Number:PB192X7
ISBN:978-1-936137-12-1
Grade Level:Elementary School, Middle School, High School, College
Read Inside:Read a sample chapter: Linking Science, Technology, and Society by Examining the Impact of Nanotechnology on a Local Community
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

Amid a flurry of national standards and high-stakes assessments, it’s easy to overlook the curiosity and invention that is inherent to science and that should be central to any science lesson plan. Similarly, the connections between what students learn in the classroom and the issues facing our society are often lost in the race to cover the content.

The National Science Education Standards goals that are emphasized in this volume focus on how to successfully draw on personal and societal problems in the classroom to illustrate the use and understanding of science for all learners. Editor Robert Yager and his extraordinary team of co-authors offer exciting and diverse case study examples of new, research-based, and proven strategies that are sure to provide educators with a road map as they strive to reform and reinvigorate their classrooms.

As with all of the Exemplary Science titles, this book provides resources, ideas, and case studies to stimulate science education faculties across the country to begin substantive discussions that will drive them to re-embrace curiosity, invention, inquiry, and societal connection in the classroom and move them toward exemplary science instruction.


Ideas For Use

Additional Info

Science Discipline: (mouse over for full classification)
Analyzing data
Collecting data
Communicating
Interpreting data
Scientific habits of mind
Science and technological challenges in society
Intended User Role:College/University Professor (preservice science education), Elementary-Level Educator, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher
Educational Issues:Educational research, Professional development, Teacher preparation, Teaching strategies

Contents

Foreword
Using Two of the Goals for School Science and One Category of Science Content Advocated in the U.S. National Science Education Standards (NSES)
Robert E. Yager

Members of the National Advisory Board for the Exemplary Science Series
About the Editor

Chapter 1
Developing Expertise in Project-Based Science: A Longitudinal Study of Teacher Development and Student Perceptions
Gail Dickinson, Emily J. Summers, and Julie K. Jackson

Chapter 2
Project-Based After-School Science in New York City.
Kabba E. Colley and Wesley B. Pitts

Chapter 3
Students as Scientists: Guidelines for Teaching Science through Disciplinary Inquiry
Kanesa Duncan Seraphin and Erin Baumgartner

Chapter 4
“Who Ate Our Corn?” We Want to Know and so Should You!
Craig Wilson, Juan D. López Jr., and Timothy P. Scott

Chapter 5
Applications of Biology as Part of a Preservice Program for Science Teachers
Hakan Akcay

Chapter 6
Linking Science, Technology, and Society by Examining the Impact of Nanotechnology on a Local Community
Joseph Muskin, Janet Wattnem, and Barbara Hug

Chapter 7
Tahoma Outdoor Academy: Learning about Science and the Environment Inside and Outside the Classroom
Oksana Bartosh, Amy E. Ryken, Margaret Tudor, and Jolie Mayer-Smith

Chapter 8
Developing Students’ Sense of Purpose With a Driving Question Board
Ayelet Weizman, Yael Shwartz, and David Fortus

Chapter 9
Communic—Able: Writing to Learn About Emerging Diseases
Andrew J. Petto

Chapter 10
Using Socioscientific Issues as Context for Teaching Concepts and Content
Scott Applebaum, Dana L. Zeidler, and Kristy Loman Chiodo

Chapter 11
Securing a “Voice:” The Environmental Science Summer Research Experience for Young Women
David L. Brock

Chapter 12
The CHANCE Program: Transitioning From Simple Inquiry-based Learning to Professional Science Practice
Jacqueline S. McLaughlin and Kathleen A. Fadigan

Chapter 13
Engaging Students in Content Learning and Scientific Critique Through a Nanoscience Context
Clara Cahill, Cesar Delgado, and Minyoung Song

Chapter 14
Issues Based Learning and Inquiry in Environmental Science: Meeting the Third Goal of the National Science Education Standards
Jason Pilot, Doug Jones, Wayne Melville, and Anthony Bartley

Chapter 15
An “HOLA” Approach to Learning Science
Theodora Pinou, Marjorie Drucker, Elizabeth Studley

Endword
What Is Revealed From Using Content Arising From Personal And Societal Issues While Also Focusing on NSES Goals 2 and 3?
Robert E. Yager

Contributors List
Index


This Title Also Available as Part of a Set:
Set: Exemplary Science Series
The eight-volume Exemplary Science Series includes Exemplary Science in Grades PreK–4, Exemplary Science in Grades 5–8, Exemplary Science in Grades 9–12, Exemplary Science: Best Practices in Professional Development, Revised Edition, Exemplary Science in Informal Education Settings, Inquiry: The Key to Exemplary Science, Exemplary Science for Resolving Societal Challenges, and Exemplary Science for Building Interest in STEM Careers. Buy all eight together and save!
Member Price: $113.70 Nonmember Price: $142.15

Book Series
View other books in the Exemplary Science Monograph Series.
Exemplary Science in Grades PreK–4: Standards-Based Success Stories
Exemplary Science in Grades 5-8: Standards-Based Success Stories
Exemplary Science in Grades 9-12: Standards-Based Success Stories
Exemplary Science: Best Practices in Professional Development, Revised 2nd Edition
Exemplary Science in Informal Education Settings: Standards-Based Success Stories
Inquiry: The Key to Exemplary Science
Exemplary Science for Building Interest in STEM Careers

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National Standards Correlation

This resource has 14 correlations with the National Standards.  
[VIEW CORRELATIONS]

This resource has 14 correlations with the National Standards.  
[HIDE CORRELATIONS]

  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Communicate investigations and explanations.
      • Use appropriate tools and techniques to gather, analyze, and interpret data.
      • Think critically and logically to make the relationships between evidence and explanations.
  • Science in Personal and Social Perspectives
    • Science and technology in society
      • Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. (5-8)
      • Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research. (5-8)
    • Sci and Tech in local, natl, and global challenges
      • Progress in science and technology can be affected by social issues and challenges. (9-12)
  • 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
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
    • Learning
      • 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 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.
      • Orchestrate discourse among students about scientific ideas.
      • Challenge students to accept and share responsibility for their own learning.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Nurture collaboration among students.


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