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Science Stories: Science Methods for Elementary and Middle School Teachers
Synopses & Reviews
<p>Using narratives about science in the classroom as a tool for teaching and learning, this text helps prepare teachers to build their own knowledge—through a constructivist approach—and learn from students' experiences. Each science story presents actual classroom scenarios that demonstrate content, learning, and strategies in action. Stories are followed by <i>Expanding Meanings</i> sections, as well as coverage of the <i>Teaching Ideas, </i> <i>Science Ideas, </i> and <i>Science Standards</i> applicable to each one. </p><ul><li>Broadened coverage includes science stories from grades six through eight; the corresponding passages address concepts and issues relevant to middle school students. <li>Coverage of standards includes National Science Education Standards and an emphasis on the National Education Technology Standards from ISTE. Marginal icons highlight these for easy reference.</ul>
Book News Annotation:
Koch (Hofstra U.) provides an updated collection of science experiences elementary teachers and those in training can use in the classroom. She advocates developing an activity center (or "science corner") and being prepared with a variety of projects and lessons to build confidence in one's "scientific self" and working as a mediator rather than the ultimate expert in all science. She provides a series of stories teachers can use to help students experience science on their own, including explanations of the solar system, electricity, atoms, geological phenomena, plants and animals, and working from the big idea to something students can observe in person.
Annotation ©2006 Book News, Inc., Portland, OR (booknews.com)
Book News Annotation:
Koch (Hofstra U.) provides an updated collection of science experiences elementary teachers and those in training can use in the classroom. She advocates developing an activity center (or "science corner") and being prepared with a variety of projects and lessons to build confidence in one's "scientific self" and working as a mediator rather than the ultimate expert in all science. She provides a series of stories teachers can use to help students experience science on their own, including explanations of the solar system, electricity, atoms, geological phenomena, plants and animals, and working from the big idea to something students can observe in person. Annotation Â©2006 Book News, Inc., Portland, OR (booknews.com)
SCIENCE STORIES helps teachers build their own instructional knowledge through the use of narratives about science in real-world classrooms that demonstrate important content, learning, and strategies in action. Stories are followed by Expanding Meanings sections that highlight the Teaching Ideas, Science Ideas, and Science Standards applicable to each one. Author Janice Koch's constructivist approach guides teachers in the discovery and exploration of their "scientific selves" so that they can learn from students' experiences and become effective scientific explorers in their own classrooms.
Using narratives about science in the classroom as a tool for teaching and learning, this text helps prepare teachers to build their own knowledge through a constructivist approach and learn from students' experiences. Each science story presents actual classroom scenarios that demonstrate content, learning, and strategies in action. Stories are followed by Expanding Meanings sections, as well as coverage of the Teaching Ideas, Science Ideas, and Science Standards applicable to each one.
About the Author
Janice Koch is a Professor of Education in the Department of Curriculum and Teaching at Hofstra University on Long Island, New York. She has taught courses in elementary, middle, and secondary science methods as well as courses for teachers in action research, qualitative research, and gender issues in the classroom. Her acclaimed textbook, SCIENCE STORIES, has been used by thousands of pre-service and in-service educators interested in creating meaningful science experiences for their students.
Table of Contents
Note: Each chapter begins with Focusing Questions and concludes with Key Terms. I. The Scientist Within 1. An Invitation to Teaching Science What Is Science, and Why Teach It? How Do Students Learn Science? Science Story: Listening to Students' Ideas Science Story: The Search for Understanding: A Toaster Story Standards for Science Education Issues of Diversity The Role of Technology Structure of This Book Becoming a Science Teacher Resources for Further Exploration 2. Locating Your Scientific Self Science Story: Why the Balloon Doesn't Pop: An Experience for New Teachers Teachers as Scientists Beliefs About Science: We Teach What We Think What Is a Scientist? Stereotype Versus Reality Reflective Practice I: Your Science Autobiography Reflective Practice II: Keeping a Science Journal The Inner Scientist Resources for Further Exploration II. Doing Science With Students: Inquiry in Practice 3. The Teacher as Mediator Science Story: The Bottle and the Balloon Helping Students Construct Meaning Science Story: Icicles Mediation and Alternative Conceptions Science Story: The Skin" of Water Students As Knowers 4. The Science Circus: Using the Skills of Scientific Study The Science Circus Science Story: The Circus Comes to Mount Holly Science in the Classroom and in Everyday Life Family Science Night 5. Making Connections: Science in the Students' Own Environment Diversity Within and Without Science Corners Science Story: Making Connections, Inside and Outside the Classroom The Daily Life of the Classroom 6. Science Is Not Neat: Explorations of Matter Classifying Science Story: Exploring Solids, Liquids, and Gases Science Story: Mysterious Matter If It's So Messy, Can It Be Science? 7. Sustained Inquiry: Explorations of Living Things Science Story: What Does It Mean to Be Alive? Plants and Animals in Your Science Corner Science Story: From Seed to Plant: A Failed Experiment Science Story: What's Inside a Seed? Science Story: Planting in a Vacant Lot Science Story: When Is a Vegetable a Fruit? A Classroom Invertebrate Science Story: A Book of Snails Working Together to Conduct Investigations Over Time 8. Spiraling Curriculum: Explorations of Density Science Story: Looking at Liquids Science Story: Delving Deeper into Density Extending Curriculum: Taking Advantage of Emerging Relevance Science Story: Floating and Sinking Fruits Looking Back to Look Ahead Science Story: Apples, Potatoes, and Density "Replacement" of Understandings 9. Making Models: Explorations of the Solar System The Usefulness of Models Science Story: An Edible Solar System Models and Meaning Science Story: A Model Orbit Science Story: Shapes of the Moon Using Moon-Phase Journals 10. Expanding the Science "Box": Explorations of Electricity and Atoms Science Story: Batteries, Bulbs, and Wires Science Story: Batteries, Bulbs, and Wires Revisited Thinking About Teaching and Learning Science Story: Making Models of Atoms Design Technology III. Creating the Science Experience in Your Classroom 11. Planning for Science: Lesson Plans and Instructional Strategies An Activity Is Not a Lesson Planning the Lesson The Role of Questioning Science Learning Groups: Creating an Environment for Cooperative Learning Inclusive Science Education Questions for Your Own Reflection Resources for Further Exploration 12. Science and Technology: A Seamless Connection The Meanings and Uses of Technology Making Observations and Gathering Data Internet Projects and Collaboration Science Story: A WebQuest on Marine Organisms Using Commercial Software for Science Instruction Internet Resources for Teachers Technology and Learning: Some Concluding Thoughts Resources for Further Exploration 13. Science Content and Curriculum: The Big Ideas and Your Scientific Self Making Big Ideas Your Own Ideas Ways of Thinking About Science Topics Systems Interactions and Patterns of Change From Content to Curriculum Developing Curriculum Units Resources for Further Exploration 14. What's the Big Idea? Assessing What Students Know and Are Able to Do Assessment and Testing Assessment and the Instructional Context Using Science Journals for Assessment Using Science Portfolios for Assessment Using Science Conversations for Assessment Using Technology to Assess Understanding Multiple Types of Performances Science Story: Third Graders Enact the Water Cycle Science Story: Second Graders Do a Station Assessment for a Unit on Matter Assessment and National Standards Teaching, Learning, and Assessing Resources for Further Exploration 15. Pulling It All Together: Reflection and Self-Assessment Your Scientific Self Becoming a Reflective Teacher Professional Development How Am I Doing? A Guide to Self-Evaluation Looking Back to Look Ahead: A New Chapter in Your Science Autobiography Resources for Further Exploration"
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