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This science methods textbook is designed to provide middle and high school science teachers with the skills they need to help students become scientifically and technologically literate.� To be successful, beginning teachers must master the basic functions of teaching.� They are:�
- Understanding the purpose of science teaching
- Planning science lessons that are engaging and lead to meaningful learning
- Managing the science learning environment in ways that emphasize student responsibility
- Assessing students science learning throughout the instructional process
- Teaching in a way that is both active and personally rewarding.����
Once these basic skills have been mastered, then pre-service teachers are ready to tackle the other important topics relevant to science teaching and learning.� In order to meet this goal, the authors immediately engage their readers with six introductory chapters on these basic skills.� The remaining chapters focus on the foundational areas of science education and strategies for science teaching.� Many vignettes and examples of classroom practices are included to reinforce the chapter content.� The appendices provide Puzzling Situations, science demonstrations, science laboratory activities, and a scoring key for the science inventory found in Chapter One.�
�
New To This Edition:
�
NEW:� Opens each of the six introductory chapters with revised vignettes that serve as advanced organizers of the chapter–Focuses on the basic functions of science teaching-purpose: planning, assessing, teaching, and managing.
�
NEW!� Correlates the chapter content with the NSTA/NCATE 2003 Professional Standards for Science Teacher Preparation–Facilitates the preparation of the NCATE review process at many universities.
�
NEW!� Uses backwards design strategies (Wiggins & McTighe, 2005) to guide the discussion of instructional planning in Chapter Three–Emphasizes unit planning (rather than lesson planning) and the state science standards.
- Guided by backward design strategies, the book stresses the use of state and locally developed curriculum frameworks and science literacy (strand) maps presented online by the National Science Digital Library.�
NEW! Introduces a Beginning Science Teacher’s Checklist for evaluating lesson assessment practices (Chapter 4)–These three sections focus on assessment practices that should be addressed before, during, and after a lesson.
�
NEW!� Addresses Differentiated Instruction in Chapter 8 Diverse Adolescent Learners and Differentiated Instruction –Suggests ways teachers can address the diverse learning needs of today’s students.
�
NEW! �Emphasizes the use of Technological Tools of Science Learning such as computer data collection probe-ware and graphing calculators in Chapter 15–Discusses their use in student investigations.
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NEW!� Addresses learning through talk and argumentation in sections of Chapter 11–Shows uses of discussion, demonstration, and lecture in science teaching.- Sales Rank: #226074 in Books
- Published on: 2009-04-05
- Original language: English
- Number of items: 1
- Dimensions: 10.80" h x .70" w x 8.40" l, 1.55 pounds
- Binding: Paperback
- 312 pages
From the Back Cover
Provides you with the fundamental knowledge and skills you need to plan and teach middle and secondary science!
�
Teacher candidates and novice teachers will find this textbook an invaluable tool to help them understand and enact the basics of science teaching and learning.� Numerous application exercises, science teaching vignettes, and other pedagogical features encourage readers to apply what they learn and to reflect critically on the implications for classroom practice.�
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Organization of the Text:
- Six introductory chapters in Part I focus on the basic functions of science teaching: purpose, planning, assessing, teaching, and managing.
- Part II presents essential information on the diverse adolescent learners teachers will encounter in their classrooms, and relevant learning theories.
- Strategies for teaching science through inquiry in middle and secondary schools are covered in Part III.
New to This Edition: �
- Revised vignettes open each of the six introductory chapters and serve as advanced organizers of the chapter while focusing on the basic functions of science teaching: purpose, planning, assessing, teaching, and managing.
- Chapter content is correlated with the NSTA/NCATE 2003 Professional Standards for Science Teacher Preparation ,helping novice teachers more effectively plan their instruction by showing the connections between content and standards.
- Backwards design strategies have been added to guide the discussion of instructional planning.
- Beginning Science Teacher’s Checklist is introduced to help new teachers evaluate lesson assessment practices.
- Coverage of Differentiated Instruction suggests ways teachers can address the diverse learning needs of today’s students.
- Emphasis is placed on the use of Technological Tools of Science Learning ,such as computer data collection, probe-ware, and graphing calculators, and their use in student investigations.
- Learning through talk and argumentation is addressed within the context of science teaching.
About the Author
Eugene L. Chiappetta is a professor of science education in the Department of Curriculum and Instruction at the University
of Houston. Dr. Chiappetta holds a bachelor’s degree in Biology from Allegheny College and master’s degree in General
Science, and a Ph.D. in Science Education from Syracuse University. He has coauthored many textbook analysis research
studies, using the nature of science as a framework. Recently, a recipient of the National Association for Research in Science
Teaching Paper Award for Examination of Science Textbook Analysis Research Conducted on Textbooks Published over the Past
100 Years in the United States, The “Skoog Cup” for Significant Contributions and Leadership in the Development of
Quality Science Education in Texas, and “Teaching Excellence” Award in the College of Education. Professor Chiappetta
teaches undergraduate and graduate courses in science education and has coordinated teacher certification and science
education programs for over three decades.
�
�Thomas R. Koballa, Jr. is a professor of science education in the Department of Mathematics and Science Education at
the University of Georgia. Dr. Koballa holds a bachelor’s degree in Biology and master’s degree in Science Education from
East Carolina University, and a Ph.D. in Curriculum and Instruction from the Pennsylvania State University. He is past
president of the National Association for Research in Science Teaching and the recipient of the Association of Science
Teacher Education’s Outstanding Mentoring Award. He teaches undergraduate and graduate classes in science education
and has authored or coauthored more than 50 journal articles and chapters. His current research foci include science
teacher learning and mentoring.�
Most helpful customer reviews
5 of 5 people found the following review helpful.
A perfect science methods book
By Marjee
This is the ideal science methods text. It offers a solid theoretical background and clearly illustrates the practical applications of this theory. The advice about classroom management is sound, sober, and realistic. I am delighted that the authors spend an entire chapter on often neglected topics (in other science methods texts) such as professional development and the history of reform in science education. This text is current, smart, engaging, and informed.
3 of 3 people found the following review helpful.
Chiappetta
By Liz
This book is very useful especially for the beginning science teacher. Contains a lot of good information. Highly recommended.
1 of 1 people found the following review helpful.
Kindle Version is Unsupported on Kindle
By Margarita Kraynova
(This review is for the KINDLE version of the textbook, not the actual content of the textbook)
It's not amazon's fault that this product is unsatisfactory. I bought the Kindle version of this book and if works on almost everything EXCEPT a Kindle. This is because the publisher chose for it to work only on iPhones, iPads, Android Phones/Tablets, and the computer. However, in regards to the computer, it doesn't even work for the Windows 8 app that is already installed on the computer when I bought it. I would have had to install a different Kindle app that was compatible with the book.
So, before you decide to buy the Kindle version, make sure you have a different device to use it. I simply chose to get my money refunded and buy the physical copy. Reading off a computer screen is damaging to one's eyes, so I was trying to avoid that (and avoid carrying around the actual book), but it looks like I'll have to buy the book regardless.
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