Elementary Science Methods A Constructivist Approach

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ISBN: 9780534556303 | 0534556302
Cover: Paperback
Copyright: 8/5/1999

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This text's unique constructivist approach guides students in learning by doing. Geared to teachers of preschool through sixth grade students, it represents the cutting edge of elementary science teaching with up-to-date investigations into contemporary topics.

Preface to the Second Edition	p. xii
Preface to the First Edition	p. xiv
Acknowledgments	p. xvi
To the Student	p. xviii
Constructing the Elementary Science Program	p. 1
The Science Education Imperative	p. 3
How Much Science Does the Elementary Science Teacher Need to Know?	p. 5
Amount of Science Known Today	p. 6
Obsolescence of Scientific Knowledge	p. 7
Changing Scientific Knowledge	p. 7
How Much Science Does the Elementary Science Teacher Need to Know?	p. 8
Right and Wrong	p. 9
The Gummy Bears Lesson	p. 10
Recognizing the Unexpected	p. 11
Perception	p. 12
Listening	p. 15
The Processes of Science	p. 15
History of the Process Approach to Science Education	p. 16
Hands-On Elementary Science Approaches of the 1960s	p. 18
Ownership of Knowledge and Thought	p. 20
Mystery Box	p. 21
Ownership	p. 23
Valuing Children's Thinking	p. 23
Attitudes About Science and Attitudes About Science Teaching	p. 27
Teacher Beliefs	p. 27
Metaphors	p. 31
Research in Science Education	p. 31
Conclusion	p. 32
Additional Questions for Discussion	p. 32
Notes	p. 32
References	p. 32
Science Education Today	p. 35
The Nature of Science	p. 36
Characteristics of the Scientific Enterprise	p. 36
Products of Science	p. 38
Things as Products of Science	p. 39
Scientific Facts	p. 40
Scientific Concepts	p. 42
Scientific Generalizations	p. 44
Scientific Theories	p. 47
Scientific Laws	p. 48
Attitudes Toward Science	p. 49
Processes of Science	p. 49
Interdisciplinary Nature of Science	p. 50
Goals of Elementary Science Education	p. 51
National Science Teachers Association	p. 52
American Association for the Advancement of Science	p. 52
National Science Education Standards	p. 53
Goals 2000: Educate America Act	p. 56
What Do You Think?	p. 57
Additional Questions for Discussion	p. 58
Notes	p. 59
References	p. 59
The Processes of Science	p. 63
Observing	p. 66
Classifying	p. 77
Communicating	p. 90
Measuring	p. 94
Length	p. 94
Volume	p. 97
Weight or Mass	p. 98
Temperature	p. 100
Time	p. 101
Metric versus Conventional Units	p. 102
Predicting	p. 108
Inferring	p. 114
Interrelationships Among the Basic Processes	p. 120
The Integrated Processes	p. 121
The Pendulum	p. 122
Identifying and Controlling Variables	p. 127
Formulating and Testing Hypotheses	p. 133
Interpreting Data	p. 140
Defining Operationally	p. 148
Experimenting	p. 150
Constructing Models	p. 153
The Process-Oriented Objective	p. 160
Conclusion	p. 161
Additional Questions for Discussion	p. 161
Notes	p. 162
References	p. 162
Constructivism in Elementary Science Education	p. 167
Constructivism	p. 169
Prior Beliefs	p. 172
Conceptual Change	p. 173
Cognitive Disequilibration	p. 174
Validity of Self-Constructed Conceptualizations	p. 175
Inquiry	p. 177
Constructivism and Science Learning	p. 178
Piaget, the Constructivist	p. 180
Mechanism of Constructing Knowledge	p. 180
Stages of Cognitive Development	p. 182
Sensorimotor Stage	p. 183
Preoperational Stage	p. 183
Concrete Operational Stage	p. 184
Formal Operational Stage	p. 190
Stage Overlapping	p. 193
Dinosaurs and the Solar System	p. 194
Conclusion	p. 200
Additional Questions for Discussion	p. 200
Notes	p. 201
References	p. 201
Inquiry	p. 205
The Expository-Discovery Continuum	p. 207
Expository Methodology	p. 208
Free Discovery Methodology	p. 209
Guided Inquiry Methodology	p. 212
Ausubel's Instructional Model	p. 214
The Expository-Discovery Continuum Revisited	p. 217
The Guided Inquiry Lesson Plan	p. 217
Microteaching	p. 222
Is Learning Taking Place?	p. 223
Is Hands-On Minds-On?	p. 224
Deductive versus Inductive Teaching Styles	p. 225
Who Owns the Knowledge?	p. 226
A Different Kind of Bloom	p. 229
Conclusion	p. 232
Additional Questions for Discussion	p. 232
Notes	p. 233
References	p. 233
Learner Differences	p. 235
Positions of National Organizations	p. 237
Some Differences in the Ways Children Learn	p. 237
Learning Styles	p. 238
Visual, Auditory, and Kinesthetic Learning Modalities	p. 239
Locus of Control	p. 242
Jungian Learning Style Preferences	p. 245
Field Dependence/Field Independence	p. 250
Teachers' Learning Styles	p. 252
Multiple Intelligences	p. 253
Science Education for Children with Disabilities	p. 257
Gender Bias	p. 258
Multicultural Factors	p. 261
Attitude in Multicultural Education	p. 262
Multicultural Methodology	p. 263
Multicultural Curriculum	p. 265
Conclusion	p. 269
Additional Questions for Discussion	p. 269
Notes	p. 269
References	p. 270
Assessment	p. 275
Authentic Assessment	p. 278
What Is Assessed in Elementary Science Education?	p. 279
Assessment of Process Skills	p. 280
Assessment of Inquiry	p. 286
Assessment of Attitude	p. 288
Assessment of Content	p. 290
Authentic Assessment Techniques	p. 291
Interviewing	p. 291
Journals	p. 293
Portfolios	p. 294
Assessment Techniques for Children with Special Needs	p. 299
Report Cards	p. 300
Standardized Achievement Tests	p. 303
Assessment of the Elementary Science Teacher and Program	p. 304
Conclusion	p. 305
Additional Questions for Discussion	p. 305
Notes	p. 306
References	p. 306
The Elementary Science Classroom	p. 309
Trust	p. 310
Strategies for Successful Science Activities	p. 315
Safety in the Elementary Science Classroom	p. 316
Equipment and Materials	p. 322
Animals and Plants in the Classroom	p. 323
Parent Involvement	p. 324
Classroom Organization	p. 325
Cooperative Teaching and Cooperative Learning	p. 327
Time Management	p. 328
Classroom Management	p. 329
Conclusion	p. 332
Additional Questions for Discussion	p. 333
Notes	p. 333
References	p. 333
Beyond the Science Classroom	p. 335
Reading, Writing, and Interdisciplinary Aspects	p. 337
Reading, Writing, and Literature	p. 339
Integrating Children's Literature and Science	p. 341
Introducing Lessons	p. 341
Analyzing Conclusions	p. 344
Providing Factual Information	p. 346
Providing Practical Examples	p. 347
Developing Process Skills	p. 349
Providing Vicarious Experiences	p. 351
Providing Interdisciplinary Bridges	p. 351
Selecting Children's Literature	p. 352
Science Textbooks	p. 353
Constructivist Uses of Elementary Science Textbooks	p. 354
Commercially Available Hands-On Materials	p. 357
Textbook Review	p. 358
The Role of Reading and Writing in Elementary Science	p. 361
Interdisciplinary Aspects	p. 363
Two Interdisciplinary Models	p. 365
Science, Technology, and Society	p. 368
Personal Bias in STS Projects	p. 371
Science Beyond the Classroom	p. 372
Nontraditional Science Settings	p. 373
Field Trips	p. 374
Conclusion	p. 377
Additional Questions for Discussion	p. 378
Notes	p. 378
References	p. 378
Technology in Elementary Science Education	p. 381
Why Use Advanced Technology in Elementary Science Education?	p. 385
Computers in the Elementary Science Classroom	p. 387
A Technology Inquiry Continuum	p. 388
Tutoring Uses of Computers	p. 389
Interactive Uses of Computers	p. 390
Word Processing and Desktop Publishing Applications	p. 390
Spreadsheet, Database, and Graphing Applications	p. 390
Simulation Applications	p. 396
CD-ROM Information Base Applications	p. 397
The Internet and the World Wide Web	p. 397
E-Mail and Distance Learning	p. 401
Hypermedia Systems	p. 403
Experimenting Uses of Computers	p. 403
Evaluating Computer Software	p. 406
Sources of Computer Software	p. 406
Video in the Elementary Science Classroom	p. 408
Technology for Teachers	p. 409
Getting Started	p. 410
Conclusion	p. 411
Additional Questions for Discussion	p. 412
Notes	p. 412
References	p. 412
Concept Mapping in Elementary Science	p. 415
Exploring Concept Mapping	p. 417
Concept Mapping Technique	p. 424
Uses of Concept Maps in Elementary Science Education	p. 425
Using Concept Maps for Lesson Planning	p. 426
Using Concept Maps in Instruction	p. 428
Using Concept Maps for Assessment	p. 430
Uses of Concept Maps by Children	p. 431
Conclusion	p. 431
Additional Questions for Discussion	p. 432
References	p. 432
Basic Concepts and Principles for the Elementary Science Program	p. 435
Physical Science Principles	p. 437
Force and Motion	p. 437
Heat Energy and States of Matter	p. 444
Sound	p. 446
Light	p. 449
Electricity and Magnetism	p. 451
Nuclear Energy	p. 454
Matter and Chemical Energy	p. 455
Life Science Principles	p. 456
The Nature and Diversity of Life	p. 456
The Cellular Theory of Life	p. 457
Structure and Function of Plants	p. 460
Structure and Function of Animals	p. 461
Reproduction, Life Cycles, and Heredity	p. 461
Genetics and Evolution	p. 463
Ecology	p. 463
Earth and Space Science Principles	p. 465
Structure of the Earth	p. 465
Plate Tectonics	p. 465
Constructive and Destructive Forces	p. 467
The Rock Cycle	p. 469
Weather and the Water Cycle	p. 470
Oceanography	p. 473
Historical Geology	p. 474
The Solar System	p. 476
The Universe	p. 478
Space Exploration	p. 479
Reference	p. 479
The Elementary Science Education Professional	p. 481
Decisions About Methodology	p. 483
Decisions About Curriculum	p. 484
The Elementary Science Teacher as Researcher	p. 486
Professional Organizations	p. 491
Excellence in Science Teaching	p. 493
Conclusion	p. 494
Additional Questions for Discussion	p. 495
Notes	p. 495
Website Addresses for Professional Science Education Organizations	p. 495
References	p. 496
Back to the Future	p. 497
A Model of Teaching by Listening	p. 499
The Need for a Different Model	p. 502
A Model of Teaching by Listening	p. 503
Topic Selection Phase	p. 505
Plan of Action Phase	p. 506
Activity Phase	p. 508
Evaluation Phase	p. 509
The Next Cycle	p. 510
Management	p. 510
Concluding Remarks	p. 513
Note	p. 515
References	p. 515
Selected Sources of Free or Inexpensive Materials	p. 517
Activities Cross-Referenced to Basic Scientific Concepts and Principles	p. 523
Listing of Children's Literature	p. 529
Prominent Women in Science	p. 535
Glossary	p. 539
Index	p. 545
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Elementary Science Methods A Constructivist Approach

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