Elementary Science Methods A Constructivist Approach
, by Martin, David Jerner
- ISBN: 9780534556303 | 0534556302
- Cover: Paperback
- Copyright: 8/5/1999
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 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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