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Bibliographic Record Display

• Title:Teaching science for understanding in elementary and middle schools / Wynne Harlen; foreword by Page Keeley.
  
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• Author/Creator:Harlen, Wynne.
  
• Published/Created:Portsmouth, NH : Heinemann, [2015]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1585 .H2985 2015
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Science--Study and teaching (Elementary)
  Science--Study and teaching (Middle school)
  
• Description:xiv, 160 pages : illustrations ; 23 cm
  
• Summary:Even though there is an unending supply of science textbooks, kits, and other resources, the practice of teaching science is more challenging than simply setting up an experiment. In Teaching Science for Understanding in Elementary and Middle Schools, Wynne Harlen focuses on why developing understanding is essential in science education and how best to engage students in activities that deepen their curiosity about the world and promote enjoyment of science. Teaching Science for Understanding in Elementary and Middle Schools centers on how to build on the ideas your students already have to cultivate the thinking and skills necessary for developing an understanding of the scientific aspects of the world, including: helping students develop and use the skills of investigation, drawing conclusions from data through analyzing, interpreting, and explaining, creating classrooms that encourage students to explain and justify their thinking, asking productive questions to support students' understanding. Through classroom vignettes, examples, and practical suggestions at the end of each chapter, Wynne provides a compelling vision of what can be achieved through science education and strategies that you can implement in your classroom right now.
  
• Notes:Includes bibliographical references (pages 151-153) and index.
  
• ISBN:9780325061597 (alk. paper)
  0325061599 (alk. paper)
  
• Contents:Machine generated contents note: 1. Why Teach Science? What Science Should We Teach?
  Science Education in Action
  Investigating ice
  Sun, Earth, and moon
  Cold cans
  Features of Effective Practice
  Student engagement
  Materials for investigation
  Linking to preexisting ideas
  Student talk
  Developing inquiry skills
  Planning
  Why?
  What to Teach?
  Which ideas?
  Which skills?
  Which attitudes?
  Action Points
  2. How Should We Teach Science?
  Views of Learning and Approaches to Teaching
  Teaching for Understanding Through Inquiry
  Inquiry in Action
  Modeling the Development of Understanding Through Inquiry
  Introducing alternative ideas
  role of inquiry skills
  Developing a Climate for Learning
  Motivating learning
  Neuroscience and Learning
  Action Points
  3. Taking Students' Ideas Seriously
  Examples of Students' Ideas
  Ideas about living things
  Ideas about how we see
  Ideas about how we hear
  Ideas about floating and sinking
  Characteristics of Students' Own Ideas
  How Do Students Form Their Ideas?
  Finding Out Students' Ideas
  Questioning
  Drawings and writing
  Concept maps
  Concept cartoons
  Student discussions
  Helping Students Develop Their Ideas
  Action Points
  4. Teachers' and Students' Questions
  Teachers' Questions
  Question form
  Question function
  Question timing
  Allowing time for answering
  Responding to Students' Answers
  Students' Questions
  Responding to Different Types of Questions
  Comments expressed as questions
  Philosophical questions
  Requests for simple facts
  Questions that can lead to investigation by students
  Questions requiring complex answers
  In summary
  Action Points
  5. Students Raising Questions and Planning Inquiries
  Progression in Inquiry Skills
  Identifying Inquiry Skills
  Raising Questions
  Investigatable questions
  Types of Questions and Investigations in Science
  Which ... is best?
  Is there a pattern in ...?
  What happens when ...?
  I wonder why ...?
  How can we ...?
  Helping Students' Progress in Raising Questions
  Planning Inquiries
  Thinking about variables
  Investigating relationships
  Helping Students' Progress in Planning
  Providing opportunities
  Scaffolding planning
  Discussing completed investigations
  Action Points
  6. Students Gathering Information
  Observation
  Ideas affect observation
  Aspects of observing
  Benefits of developing observation skills
  Helping Students' Progress in Observation
  Encouraging development
  Using Secondary Sources of Information
  Using reference books
  Using digital resources
  Action Points
  7. Students Analyzing, Interpreting, and Explaining
  Analyzing and Interpreting
  Which is best ... (the best place in the classroom to keep ice from melting)?
  Is there a pattern ... (in the direction and length of shadows and the time of day)?
  I wonder why ... (moisture appears on a cold surface)?
  From Interpretation to Explanation
  Scaffolding possible explanations
  Using analogies in explanations
  Different levels of explanation
  Helping Students' Progress in Analyzing, Interpreting, and Explaining
  Action Points
  8. Students Communicating, Arguing, and Reflecting
  Science and Literacy
  Spoken Language: The Importance of Talk
  Dialogue
  Argumentation
  Small-group and class discussions
  Presentation to others
  Communicating Through Writing and Drawing
  Using a notebook
  Reporting completed inquiries
  Using Scientific Vocabulary
  When and how to introduce and use scientific words
  Helping Students' Progress in Communication, Arguing, and Reflecting
  Action Points
  9. Formative Assessment in Science
  Purposes of Assessment
  Summative Assessment
  Nature and Importance of Formative Assessment
  nature of formative assessment
  importance of formative assessment
  Formative Assessment in Practice
  Interpreting information
  Deciding next steps
  Taking next steps: Feedback
  Role of Students in Formative Assessment
  Communicating standards of quality
  Students' role in deciding and taking next steps
  Peer assessment
  Action Points
  10. Formative Evaluation of Science Learning Opportunities
  Formative Evaluation at the Class Level
  Gathering data for evaluation
  Deciding on action
  Focused Evaluation: An Example of Inquiry-Based Learning in Science
  Formative Evaluation of Science at the School Level
  Standards for evaluating science at the school level
  Gathering information for school self-evaluation
  Using school-level information: Taking action
  Science Curriculum Leadership
  Continuing Professional Development
  Action Points.