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Designing Facilities for the High School (9-12)
Book Chapter |
When we participate in a school building program, we create learning environments that will last for many decades. So a major principle of good science facilities planning is to avoid building for a single curricular…
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Book Chapter |
While everyone in a school community should share responsibility for the “greening” of a school, it is often the science teachers who make the best use of these facilities, basing their lessons on the components of a…
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Book Chapter |
A periodic table on the ceiling of a chemistry lab/classroom, footprints and fossils of amphibians and animals in a courtyard sidewalk, a 60-foot slinky suspended from the ceiling, and a tessellation pattern in the…
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Book Chapter |
We say it often, and the phrase appears in the National Science Education Standards and many state and local documents as well. “All students should have opportunities in science.” But that vision is harder to achieve…
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Celebrating Cultural Diversity: Science Learning for All—An Introduction
Book Chapter |
What is a “multicultural” classroom? Classrooms, even if they are filled with non-majority students, are not necessarily multicultural. There are three elements necessary for a truly multicultural science-learning…
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What Should Students Learn About the Nature of
Science and How Should We Teach It?
Book Chapter |
The purpose of this article is to: 1) explicate the central pattern of scientific reasoning, 2) show that the pattern has been applied by scientists to help answer a wide range of scientific questions, and 3) argue that…
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How Students Learn and How Teachers Teach
Book Chapter |
In this chapter, the author explores the relationship between learning theories and teaching practices. It compares three features of scientific and educational theories, provides an overview of some historically…
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Book Chapter |
Assessment involves an ongoing investigation of student learning that influences teachers’ planning and instruction. Multiple assessment strategies should be used to provide feedback to students and teachers. Such…
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Curriculum Reform, Professional Development, and Powerful Learning
Book Chapter |
The authors consider the important relationship between standards-based curriculum implementation and professional development. They begin by looking at the key recommendations about student learning and then discuss…
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Professional Development and How Teachers Learn: Developing Expert Science Teachers
Book Chapter |
Groundbreaking research on learning and cognition has produced many new insights into how people learn. These findings conclusively dispel the idea that short-term and isolated learning experiences can produce powerful…
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Applying the Science of Learning to the Education of Prospective Science Teachers
Book Chapter |
Cognitive scientists have studied the highly organized and efficiently utilized characteristics of experts’ knowledge in thinking and problem solving. The authors discuss the important implications of this body of…
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Scientific Inquiry, Student Learning, and the Science Curriculum
Book Chapter |
What we know about student learning establishes links between scientific inquiry and the science curriculum. In this chapter, the author discusses scientific inquiry and the current learning research. He then proposes…
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Supporting the Science-Literacy Connection
Book Chapter |
Language arts and science are perceived as competing for classroom time and attention, and science is often neglected. However, effective literacy instruction need not be at the expense of meaningful science instruction…
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Reaching the Zone of Optimal Learning: The Alignment of Curriculum, Instruction, and Assessment
Book Chapter |
The authors discuss curriculum, instruction, and assessment and how their integration enables students to achieve a strong knowledge base in science. After examining conventional beliefs and more contemporary views of…
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Alignment of Instruction with Knowledge of Student Learning
Book Chapter |
A series of classroom vignettes and student conversations provides a glimpse into how our theoretical understanding of human learning translates into science classroom practice. The surprisingly large number of…
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