|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:||Elementary School, Middle School, High School
|Read Inside:||Read a sample chapter: A Perspective on the Reform of Science Teaching
What should citizens know, value, and be able to do in preparation for life and work in the 21st century? In The Teaching of Science: 21st-Century Perspectives, renowned educator Rodger Bybee provides the perfect opportunity for science teachers, administrators, curriculum developers, and science teacher educators to reflect on this question. He encourages readers to think about why they teach science and what is important to teach. Only then can they figure out how to teach science. Using his lectures from NSTA conferences as the foundation for the chapters, Bybee addresses topics such as contemporary challenges in science education, curriculum and instruction, inquiry in science teaching, and the development 21st-century skills. He concludes the book with a discussion of the need for leadership and continued reform in science education.
With his experience as a leader in science education for the past 30 years, Bybee brings the necessary perspective and background to help members of the science education community better understand the challenges and goals of science teaching. The Teaching of Science will prove to be thought-provoking and beneficial reading for all members of the science education community as they seek to help students become informed and engaged citizens in the 21st century.
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Scientific habits of mind
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher
|Educational Issues:||Educational research, Professional development, Teacher preparation
Prologue Connecting the Past and Future
Chapter 1 The Teaching of Science: Contemporary Challenges
Chapter 2 The Teaching of Science Content
Chapter 3 The Science Curriculum and Classroom Instruction
Chapter 4 Teaching Science as Inquiry
Chapter 5 Science Teaching and Assessing Students’ Scientific Literacy
Chapter 6 Fulfilling National Aspirations Through Curriculum Reform
Chapter 7 Teaching Science as Inquiry and Developing 21st-Century Skills
Chapter 8 A Perspective on the Reform of Science Teaching
Epilogue Science Teachers as 21st-Century Leaders
About the Author
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National Standards Correlation
This resource has 21 correlations with the National Standards.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use data to construct a reasonable explanation.
- Communicate investigations and explanations.
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Use mathematics in all aspects of scientific inquiry.
- Use technology and mathematics to improve investigations and communications. (9-12)
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Recognize and analyze alternative explanations and models. (9-12)
- Understandings about scientific inquiry
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Context of Professional Development
- Requires skillful school and district leaders who guide continuous instructional improvement. (NSDC)
- Process Standards for Professional Development
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (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)
- 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)
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