Teaching Science for Understanding. A Human Constructivist View

✍ Scribed by Joel J. Mintzes, James H. Wandersee and Joseph D. Novak (Eds.)

• Publisher: Academic Press
• Year: 2005
• Tongue: English
• Leaves: 353
• Edition: 1
• Category: Library

✦ Synopsis

Science education has undergone a revolution in recent years, shifting its emphasis from breadth and memorization to depth and understanding. Teaching Science for Understanding begins with an overview of the changes in science education. It then presents a review of each major instructional strategy, information about how it is best used, and the effectiveness of the strategies for understanding and retention of information. The book presents the main strategies used to achieve this depth of understanding, including the use of computer simulations, small laboratories, and journal writing, and it discusses how to use each strategy at the elementary, secondary, and college level.

Presents an overview of changes in science education
Discusses both teaching and learning strategies for better understanding
Covers strategies for use at elementary, secondary, and college levels of teaching
Reviews specialized teaching methods including computer simulations, small labs, and journal writing

✦ Table of Contents

Content:
Contributors, Pages xv-xvi
Preface, Pages xvii-xx
Chapter 1 - The Pursuit of a Dream: Education Can Be Improved, Pages 3-28, Joseph D. Novak
Chapter 2 - Reform and Innovation in Science Teaching: A Human Constructivist View, Pages 29-58, Joel J. Mintzes, James H. Wandersee
Chapter 3 - Research in Science Teaching and Learning: A Human Constructivist View, Pages 59-92, Joel J. Mintzes, James H. Wandersee
Chapter 4 - Theory-Driven Graphic Organizers, Pages 95-131, John E. Trowbridge, James H. Wandersee
Chapter 5 - Metacognition and Conceptual Change, Pages 133-163, Richard F. Gunstone, Ian J. Mitchell
Chapter 6 - History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory, Pages 165-194, Joseph Nussbaum
Chapter 7 - The Case for Analogies in Teaching Science for Understanding, Pages 195-211, Zoubeida R. Dagher
Chapter 8 - The Computer as Powerful Tool for Understanding Science, Pages 213-227, Ron Good, Carl Berger
Chapter 9 - Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers, Pages 229-259, Michele Wisnudel Spitulnik, Carla Zembal-Saul, Joseph S. Krajcik
Chapter 10 - Small Groups and Shared Constructions, Pages 261-279, M. Gail Jones, Glenda Carter
Chapter 11 - Interactive Historical Vignettes, Pages 281-306, James H. Wandersee, Linda M. Roach
Chapter 12 - Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach, Pages 307-323, Eleanor Abrams
Chapter 13 - Epilogue: Meaningful Learning, Knowledge Restructuring and Conceptual Change: On Ways of Teaching Science for Understanding, Pages 327-350, Joel J. Mintzes, James H. Wandersee, Joseph D. Novak
Index, Pages 351-360