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Science Stories: Using Case Studies to Teach Critical Thinking


By: Clyde Freeman Herreid, Nancy A. Schiller, and Ky F. Herreid
$27.96 - Member Price  
$34.95 - Nonmember Price


$36.35 - Member Price  
$45.44 - Nonmember Price
$22.72 - Member Price  
$26.21 - Nonmember Price
Details

Type of Product:NSTA Press Book (also see downloadable PDF version of this book)
Publication Date:11/28/2011
Pages:394
Stock Number:PB301X
ISBN:978-1-936137-25-1
Grade Level:College
Read Inside:Read a sample chapter: Selecting the Perfect Baby: The Ethics of “Embryo Design”
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Description

Stories give life and substance to scientific methods and provide an inside look at scientists in action. Case studies deepen scientific understanding, sharpen critical-thinking skills, and help students see how science relates to their lives. In Science Stories, Clyde Freeman Herreid, Nancy Schiller, and Ky Herreid have organized case studies into categories such as historical cases, science and the media, and ethics and the scientific process. Each case study comprises a story, classroom discussion questions, teaching notes and background information, objectives, and common misconceptions about the topic, as well as helpful references. College-level educators and high school teachers will find that this compilation of case studies will allow students to make connections between the classroom and everyday life. Science Stories is sure to make science engaging and enlightening for both students and teachers.


Ideas For Use

Additional Info

Science Discipline: (mouse over for full classification)
Communicating
Scientific habits of mind
Intended User Role:College/University Professor (preservice science education)
Educational Issues:Teaching strategies

Contents

Section I: The Nature of Science
Chapter 1 The Scientific Method Ain’t What it Used to Be, Clyde Freeman Herreid
Chapter 2 Learning About the Nature of Science With Case Studies, Kathy Gallucci
Chapter 3 Can Case Studies be Used to Teach Critical Thinking? Clyde Freeman Herreid
Chapter 4 The “Case” for Critical Thinking, David R. Terry

Section II: Historical Cases
Chapter 5 Childbed Fever: A Nineteenth-Century Mystery, Christa Colyer
Chapter 6 Mystery of the Blue Death: John Snow and Cholera, Susan Bandoni Muench
Chapter 7 Salem’s Secrets: On the Track of the Salem Witch Trials, Susan M. Nava-Whitehead and Joan-Beth Gow
Chapter 8 The Bacterial Theory of Ulcers: A Nobel-Prize-Winning Discovery, Debra Ann Meuler

Section III: Experimental Design
Chapter 9 Lady Tasting Coffee, Jacinth Maynard, Mary Puterbaugh Mulcahy, and Daniel Kermick
Chapter 10 Memory Loss in Mice, Michael S. Hudecki
Chapter 11 Mom Always Liked You Best, Clyde Freeman Herreid
Chapter 12 PCBs in the Last Frontier, Michael Tessmer
Chapter 13 The Great Parking Debate, Jennifer S. Feenstra
Chapter 14 Poison Ivy: A Rash Decision, Rosemary H. Ford

Section IV: The Scientific Method Meets Unusual Claims
Chapter 15 Extrasensory Perception? Sarah G. Stonefoot and Clyde Freeman Herreid
Chapter 16 A Need for Needles: Does Acupuncture Really Work? Sarah G. Stonefoot and Clyde Freeman Herreid
Chapter 17 Love Potion #10: Human Pheromones at Work? Susan Holt
Chapter 18 The “Mozart Effect,” Lisa D. Hager
Chapter 19 Prayer Study: Science or Not? Kathy Gallucci
Chapter 20 The Case of the Ivory-Billed Woodpecker, Kathrin Stanger-Hall, Jennifer Merriam, and Ruth Ann Greuling

Section V: Science and Society
Chapter 21 Moon to Mars—To Boldly Go … or Not, Erik Zavrel
Chapter 22 And Now What, Ms. Ranger? The Search for the Intelligent Designer, Clyde Freeman Herreid
Chapter 23 The Case of the Tainted Taco Shells, Ann Taylor
Chapter 24 Medicinal Use of Marijuana, Clyde Freeman Herreid
Chapter 25 Amanda’s Absence: Should Vioxx Be Kept Off the Market? Dan Johnson
Chapter 26 Sex and Vaccination, Erik Zavrel and Clyde Freeman Herreid

Section VI: Science and the Media
Chapter 27 Tragic Choices: Autism, Measles, and the MMR Vaccine, Matthew Rowe
Chapter 28 Ah-choo! Climate Change and Allergies, Juanita Constible, Luke Sandro, and Richard E. Lee, Jr.
Chapter 29 Rising Temperatures: The Politics of Information, Christopher Hollister
Chapter 30 Eating PCBs from Lake Ontario, Eric Ribbens

Section VII: Ethics and the Scientific Process
Chapter 31 Mother’s Milk Cures Cancer? Linda L. Tichenor
Chapter 32 Cancer Cure or Conservation, Pauline A. Lizotte and Gretchen E. Knapp
Chapter 33 A Rush to Judgment? Sheryl R. Ginn and Elizabeth J. Meinz
Chapter 34 How a Cancer Trial Ended in Betrayal, Ye Chen-Izu
Chapter 35 Bringing Back Baby Jason: To Clone or Not to Clone, Jennifer Hayes-Klosteridis
Chapter 36 Selecting the Perfect Baby: The Ethics of Embryo Design, Julia Omarzu
Chapter 37 Studying Racial Bias: Too Hot to Handle? Jane Marantz Connor
Chapter 38 Bad Blood: The Tuskegee Syphilis Project, Ann W. Fourtner, Charles R. Fourtner, and Clyde Freeman Herreid

Appendix: Evaluating Student Case Work
List of Contributors
Bibliography
Index


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National Standards Correlation

This resource has 17 correlations with the National Standards.  
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This resource has 17 correlations with the National Standards.  
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  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Think critically and logically to make the relationships between evidence and explanations.
    • Understandings about scientific inquiry
      • The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.
  • Process Standards for Professional Development
    • Research-Based
      • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
      • Address issues, events, problems, or topics significant in science and of interest to participants. (NSES)
    • Learning
      • 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 science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of 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
      • 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.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Use multiple methods and systematically gather data about student understanding and ability.
    • 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.
      • 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.
      • Nurture collaboration among students.


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