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The strategies associated with the “Content” aspect of the framework help keep us focused on the question “Why am I doing this?” Clearly, we need to know and be able to articulate why we are addressing particular…
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This chapter focuses on strategies you can use as you work with students to develop their understanding of science concepts. After reviewing the research on effective science instruction, six instructional strategies…
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Content and understanding strategies contribute in large measure to the instruction we provide. Yet the effectiveness of the most carefully crafted lessons and instruction will be enhanced or undermined by the classroom…
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The Content-Understanding-Environment instructional framework presented in this book is meant to add some tools to your toolbox. Many of the tools are ones that you already use, but others may be sitting on your…
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The Chronology of Course Design
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Although the unpredictability of leading a lecture-free class may be unsettling at first, the author encourages you to embrace the energy that accompanies this pedagogy. Flexibility and responsiveness to what happens…
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Change in Secondary Science Settings: A Voice From the Field
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Learning science by inquiry is central to science education reforms. In today’s working world, students need skills for finding, organizing, and managing information. They also need rich skills for working with others…
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An old saying goes, “The only constant is change.” No truer words have ever been spoken, especially in a time of reform. As a matter of fact, reform is change. This chapter examines change from two perspectives. The…
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The Role of Curriculum Materials in Reform
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Distinguishing between standards-based curriculum materials and others requires considerable expertise in science content and pedagogy. Research suggests that even experienced teachers may not recognize how standards-…
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Learning From Innovative Instructional Materials and Making Them Your Own
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This chapter examines the interplay between the intended implementation of designed, innovative instructional materials and the enacted curriculum by teachers who are accustomed to customizing their own instruction.…
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Building Leadership Teams to Create Professional Learning Communities in Secondary Schools
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This chapter proposes one way to foster teamwork and develop a professional learning community at the secondary level by describing the development of a leadership team focused on improving science teaching and learning…
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Essential Partnerships in the Reform of Secondary Science
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Alice’s travel through Wonderland resembles our journeys with reform. We often encounter new experiences. We learn from events. Some tasks are harder to complete than they initially appear. Moreover, we tend to…
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Using Data to Reform Science Instruction
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This chapter will introduce you to skills and strategies used to examine classroom assessment data to improve science instruction. Although the authors advocate using multiple forms of student work to inform instruction…
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Appropriate Practice for Linguistically Diverse Science Learners
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The population of the United States continues to become increasingly diverse, both culturally and linguistically. In less than two decades, one half of the students in the United States will be non-white and Latino,…
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One Teacher’s Journey Toward Reformed Teaching
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Reform requires us to rethink our teaching, to view teaching through different eyes. Such change requires professional development experiences that are long term and sustained. The experiences must challenge teachers to…
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The Relationship Between Teaching and Learning
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This chapter introduces a summary of research about learning and discusses the implications for teaching. The characteristics of professional development are described that can help transform teaching beliefs and…
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