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Book Chapter |
This chapter highlights documents such as the National Science Education Standards that were designed to be achievable by all students, no matter their background or characteristics. Project 2061: Science for all…
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Book Chapter |
The scientific method not only describes inaccurately how science works, but also distorts the meaning of words such as "theory" and "law." A theory, in science, is a widely applicable explanation. A law is a…
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General Instructional Approaches
Book Chapter |
Advocates of STS—science-technology-society—approaches believe that the science curriculum should pay special attention to science-based social issues. They envision K-12 science classes being best when focusing on the…
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This chapter presents several models of instruction from cooperative learning to inquiry-based instruction. It concludes with the 5E Model of instruction, pioneered by the Biological Sciences Curriculum Study (BSCS 1993.
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Book Chapter |
Pedagogy means teaching and teaching is what teachers do. It's a fancy word with a simple meaning. In reality, the distinction between pedagogy and curriculum can be a bit difficult because what is taught and how it is…
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Book Chapter |
Assessment, broadly defined, means information gathering. Grading (or evaluating) students is certainly one type of assessment. Tests, portfolios, and lab practicals are all assessment devices. However, teachers assess…
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Book Chapter |
The Association for Supervision and Curriculum Development (2002) defines “diversity” in this way: “In education, discussions about diversity involve recognizing a variety of student needs including those of ethnicity,…
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Book Chapter |
As is the case with the other chapters in this book, each entry in this chapter should stand on its own. However, more than in other chapters, the ideas presented in this chapter tend to build on each other. Ideas that…
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Book Chapter |
This chapter presents research concepts featuring qualitative, quantitative, and action research. Qualitative research generally involves a researcher combining observation, interview, and analysis of various documents…
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Book Chapter |
This chapter discusses teacher education from the preservice teachers—the period when they are learning to teach as undergraduate or graduate students—to induction—the period when they are making the transition from…
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Book Chapter |
This section offers insights about the uniqueness of teaching in a two-year college. Hello! Is Anybody Out There? explores one commonality that exists among many two-year colleges—isolation, including the social,…
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Book Chapter |
Opponents to teaching the theory of evolution declare that it is only a theory and not a fact; and that science relies on observation, replication, and experimentation, but nobody has seen the origin of the universe or…
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Classroom Management and Safety
Book Chapter |
Welcome to the challenge of making good science come to life in your classroom. In this chapter, we look at how to get the science classroom ready for inquiry-based lessons and how to prepare students for engaging,…
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Making a Case for a Research-Based Teaching Rationale
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This chapter demonstrates the importance of developing a detailed plan or rationale for teaching science that will help you achieve improved results in the classroom. Although every teacher's plan or rationale will be…
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Elements of a Research–Based Rationale
Book Chapter |
In Chapter 1, the 10 key aspects that most plans embrace were mentioned. This chapter looks more closely at how to address these 10 key aspects. This includes setting goals for students and defining the roles of…
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