Constructing Science in Elementary Classrooms

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Pearson/Allyn and Bacon, 2004 - Education - 386 pages
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Solidly based on the National Science Education Standards and Benchmarks for Science Literacy, this new elementary science methods text immerses students into the context of classroom instruction through the authors' unique approach using The Teaching Cycle.The text is divided into three major sections or clusters of chapters: Goals of Science Instruction, Setting the Stage, and The Teaching Cycle. The first two sections provide the theoretical and practical foundations for instruction, while the third section provides content.Section I presents an overall view of science as a way of knowing and eventually develops an argument for why science should be included in the curriculum at all. Section II emphasizes the importance of connecting lessons and avoiding the tendency to present individual science lessons in isolation.The major content chapters comprising Section III--The Teaching Cycle (Life/Environmental Science, Physical Science, Earth and Space Science)--each incorporate the traditional topics of methods courses, e.g., demonstrations, laboratories, classroom management, assessment, developmental psychology, etc. concepts and themes common to national reforms.

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What Is Science?
Why Teach Science?
Setting the Stage

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About the author (2004)

Sandra K. Abell is Professor of Science Education and Director of the Science Education Center at the University of Missouri-Columbia. A former elementary school science teacher, Abell has conducted numerous teaching and research projects in elementary and middle level science classrooms in collaboration with classroom teachers. Her research, focused on science teacher learning, has been published in journals such as "Science Education, Journal of Research in Science Teaching, Journal of Science Teacher Education," and the "International Journal of Science Education." She is a past president of the National Association for Research in Science Teaching (NARST).
Dr. Norman G. Lederman is Chair and Professor of Mathematics and Science Education at the Illinois Institute of Technology. Dr. Lederman received his Ph.D. in Science Education, and he possesses master's degrees in both Biology and Secondary Education. Prior to his 20 + years in science teacher education, Dr. Lederman was a high school teacher of biology and chemistry for 10 years.
He received the Illinois Outstanding Biology Teacher Award (1979), the Burlington Resources Foundation Faculty Achievement Award for Excellence in Teaching and Research (1992), and the AETS Outstanding Mentor Award (2000). Dr. Lederman is internationally known for his research and scholarship on the development of students' and teachers' conceptions of the nature of science and scientific inquiry. He has been author or editor of 10 books, written 15 book chapters, published over 170 articles in professional journals, and made over 500 presentations at professional conferences around the world.
Dr. Lederman is a former President of theNational Association for Research in Science Teaching (NARST) and the Association for the Education of Teachers in Science (AETS). He has also served as Director of Teacher Education for the National Science Teachers Association (NSTA), and has served on the Board of Directors of NSTA, AETS, NARST, and the School Science and Mathematics Association.

Randy L. Bell is a former high school science teacher and Oregon New Science Teacher of the Year. Currently he is an Associate Professor of Science Education at the Curry School of Education, University of Virginia. In addition to preparing science teachers, Randy has written a number of articles for both research journals and practitioner publications such as "The Science Teacher" and "Learning and Leading With Technology," He co-authored the elementary science methods textbook, "Constructing Science in Elementary Classrooms" (Allyn & Bacon, 2004), and co-edited two books, "Science Units for Grades 9-12" (NETS-S Curriculum Series, ISTE, 2005) and "Technology in the Secondary Science Classroom "(NSF, in press).

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