Teaching Science for Understanding, 1/e
Written by the leading science educator in the country, Teaching Science for Understanding challenges you to transform your ideas about teaching from passive, direct learning to active, inquiry learning. To do so, the author demonstrates science teaching through three different levels of learning activities:
building students’ base of information
developing understanding
applying knowledge
Each chapter guides you through the type of planning and instruction you will need to create a constructivist environment in your classroom, providing you with specific activities and examples to illustrate how you can teach science for understanding.
Unique Features:
Science Reform –Identifies the four major elements of a new vision for science education; science for all, teaching and learning for understanding, a broader vision of science, and a reduction of the amount of science content offered in middle and secondary school teaching. Supporting these elements are Project 2061, Science for All Americans, National Science Standards and No Child Left Behind.
Active Learning –promotes students engaged in constructing their own learning and assists teachers in knowing their role in deciding when to withhold help, when to give help, and what help to give.
Instructional Model for Teaching Science for Understanding –shares a design for planning objectives, ongoing assessment and learning activities through a sample lesson on photosynthesis.
Excerpts from best-selling Middle School and Secondary Textbooks and Teacher Guides –Appearing in Chapters 10-14, explicit examples of textbook pages and teacher guides illustrate how teachers can use textbooks as enrichment, background knowledge and resources as a part of teaching science for understanding.

Teaching science for understanding : a practical guide for Middle ang High School teachers

Gallagher, James Joseph, 1932-

Globe Fearon Educational Publishing

Longman Publishing

Cengage Gale

United States, United States of America

Upper Saddle River, N.J, c2007

Englewood Cliffs, N.J, 2005

March 31, 2006

US, 2006

Includes bibliographical references and index.

viii, 289 p. : 28 cm
Includes bibliographical references (p. [278]-282) and indexes
Why should we teach science for understanding? -- What does it mean to understand science? -- An initial planning model for teaching science for understanding: first steps in transforming your teaching and students' learning -- Models of teaching science for understanding through inquiry -- Teaching strategies that foster understanding -- Examining Food for plants -- Why is formative assessment essential? -- Criteria to guide planning and teaching science for understanding: an advanced model for planning -- A plan for planning: using criteria to select resources and plan instruction -- Planning a middle school lesson sequence on Newton's second law -- Planning a high school lesson sequence on cells -- Planning a high school lesson sequence on stoichiometry -- Planning a high school lesson sequence on refraction -- Planning a high school lesson sequence on weather -- Continuing your professional development

Teaching Middle and High School Science for Understanding: A Practical Guide for Teachers provides a theoretical and practical introduction to teaching science for understanding and application. The book is grounded in a new paradigm for science education that is consistent with the Project 2061, National Science Education Standards and reform programs in many states. It is based on formal research and on experiences of teachers who have been successful in transforming their classrooms from traditional forms of instruction to an environment where students learn to understand science and apply it in their own lives. The author's experience in classrooms, and with practicing teachers in the U.S. and in several other nations, add richness to this book as a resource for helping teachers improve their professional effectiveness. The author demonstrates science teaching through three different

Why should we teach science for understanding?
What does it mean to understand science?
An initial planning model for teaching science for understanding: first steps in transforming your teaching and students' learning
Models of teaching science for understanding through inquiry
Teaching strategies that foster understanding
Examining food for plants
Why is formative assessment essential?
Criteria to guide planning and teaching science for understanding: an advanced model for planning
A plan for planning: using criteria to select resources and plan instruction
Planning a middle school lesson sequence on Newton's second law
Planning a lesson sequence on cells for high school biology
Planning a lesson sequence for stoichiometry
Planning a lesson sequence on refraction for high school physics
Continuing your professional development.

Offers middle and high school science teachers practical advice on how they can teach their students key concepts while building their understanding of the subject through various levels of learning activities

2023-06-28