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Tables of Contents for Teaching Secondary School Science
Chapter/Section Title
Page #
Page Count
UNIT I: INTRODUCTION
2
40
CHAPTER 1 Becoming a Science Teacher
2
18
Am I Qualified to Teach Science?
2
3
What Is Science Teaching Like?
5
1
Guest Editorial
6
5
How Can I Become an Effective Science Teacher?
11
1
Becoming a Science Teacher: Some Closing Reflections
12
2
Investigating Science Teaching
14
6
CHAPTER 2 Beginning Your Instructional Theory
20
22
Why Develop an Instructional Theory?
20
1
What Are the Foundations of an Instructional Theory?
20
1
Characteristics of an Instructional Theory
20
1
Guest Editorial
21
1
Purpose, Goals, and Objectives
22
1
Learning and Instruction
22
1
Effective Relationships with Students
23
4
Some Methods to Consider in Forming Your Instructional Theory
27
4
A Final Note
31
1
Guest Editorial
32
3
Investigating Science Teaching
35
7
UNIT II: HISTORICAL PERSPECTIVES AND CONTEMPORARY TRENDS
42
28
CHAPTER 3 Historical Perspectives on Science Education
42
14
The First Two Centuries of Science Teaching
42
2
The Golden Age: Science Curriculum: 1958-1988
44
6
Common Elements of Golden Age Courses
50
1
An Era of Educational Reform: Science Education in Secondary Schools: 1980-2000
50
6
CHAPTER 4 National Standards and Scientific Literacy
56
14
Background on National Standards
56
1
National Science Education Standards: An Overview
57
1
National Standards, Social Commitments, and Scientific Literacy
58
2
Developing Scientific Literacy
60
10
UNIT III: GOALS AND OBJECTIVES
70
26
CHAPTER 5 The Goals of Science Teaching
70
13
Basic Goals of Science Education
70
1
Science Education Goals and Programs: Prelude to Reform
71
1
An Overview of Goals for Science Education
71
1
The Goals of Science Education: A New Reform Movement
72
1
The Goals of Science Education and National Standards
73
6
Investigating Science Teaching
79
4
CHAPTER 6 The Objectives of Science Teaching
83
13
New Thrust in Teaching Objectives
83
1
Objectives for Constructivist Teaching
83
1
Selecting Objectives for Science Teaching
84
1
Types of Objectives for Science Teaching
84
1
Domains of Objectives for Science Teaching
85
1
Guest Editorial
86
1
Writing Affective Objectives
87
4
Preparing Objectives for Science Teaching
91
3
Investigating Science Teaching
94
2
UNIT IV: CURRICULUM PERSPECTIVES
96
54
CHAPTER 7 The Middle School Science Curriculum
96
16
A Background on Curriculum Reform in Middle School
96
3
Frameworks for Science Curriculum
99
2
National Centre for Improving Science Education
101
1
National Science Education Standards and Benchmarks for Science Literacy
101
2
Science Curricula for the Middle School
103
8
Investigating Science Teaching
111
1
CHAPTER 8 The High School Science Curriculum
112
22
High School Science Curriculum in Transition in the 1970s and 1980s
112
1
High School Science Curriculum in the 1990s
112
1
Science Curricula for the High School
113
7
Active Physics Curriculum Project (AAPT, AIP, APS)
120
2
BioCom (Clemson University)
122
2
Designing Your Science Curriculum
124
10
CHAPTER 9 Science and Other Disciplies: Interdisciplinary Approaches to Curriculum
134
16
History of Science and Technology in Science Classes
135
1
Science and Mathematics
135
1
Guest Editorial
136
2
Guest Editorial
138
1
Mathematics and Its Connections with Science Disciplines
138
2
An Intergrated Approach to Middle School Science and Technology
140
3
An Intergrated Approach to High School Science and Technology
143
1
Guest Editorial
144
6
UNIT V: INSTRUCTIONAL STRATEGIES
150
96
CHAPTER 10 Inquiry and Conceptual Change
150
6
Conceptual Change
151
1
Guest Editorial
152
2
Fostering Conceptual Change Through Inquiry
154
2
CHAPTER 11 Questioning and Discussion
156
19
The Nature of Inquiry Teaching
156
14
Types of Questions
158
1
Processes of Science and Questions
158
1
Questioning Procedures
159
1
Some Precautions in Questioning
160
1
Using Questioning in a Competitive Learning Strategy
161
1
Research on Questioning in the Classroom
161
2
Discussion as a Means of Inquiry
163
2
General Rules for Leading a Large Group Discussion
165
1
Special Discussion Techniques
166
2
Other Techniques to Motivate Discussion
168
2
Discussion as a Technique of Review
170
2
Investigating Science Teaching
172
3
CHAPTER 12 Investigation and Problem Solving
175
9
Development of Inquiry Teaching in the Schools
175
1
Defining Inquiry
175
1
Discovery and Inquiry Strategies Distinguished
176
1
Advantages of Discovery and Inquiry Teaching
177
1
Guided Versus Free Inquiry
178
1
Conditions for Inquiry Teaching
179
1
Research Findings About Using Investigative Teaching Approaches
180
4
CHAPTER 13 Demonstration and Laboratory Work
184
17
Inquiry Through Demonstration
184
6
Inquiry Through Laboratory Work
190
7
Safety Precautions in the Laboratory
197
2
Safety and the Law
199
2
CHAPTER 14 Models for Effective Science Teaching
201
21
Designing Your Instructional Sequence
202
2
The Learning Cycle
204
2
Guest Editorial
206
2
The Madeline Hunter Model
208
2
The 4MAT System
210
3
The 5E Instructional Model: An Introduction
213
9
CHAPTER 15 Planning for Effective Science Teaching
222
18
Developing Scientific Literacy In the Classroom
222
1
Planning a Unit or Course of Study
223
1
Some Elements and Strategies of Effective Science Teaching
224
1
Designing Programs, Units, and Lessons
225
1
The Long-Range Plan: A Science Program
226
2
The Middle-Range Plan: A Science Unit
226
1
Checklist of Requirements for the Science Unit
228
1
The Resource Unit
229
1
The Short-Range Plan: The Science Lesson
229
4
Investigating Science Teaching
233
7
CHAPTER 16 Controversy in the Classroom
240
6
Science, Technology, and Society (STS) and Controversies
240
1
Ethical Dilemmas
241
1
Designing Ethical Dilemmas for the Science Classroom
242
1
Other Strategies for Teaching About Controversial Issues
242
4
UNIT VI: ASSESSMENT
246
26
CHAPTER 17 Assessing Student Learning
246
17
Assessment Standards
246
1
Orientation of Instruction and Evalution Toward Success
246
1
The Nature of Evaluation
247
1
The Use of Objectives in Evaluation
247
4
Effects of Testing on Learning
251
1
Evaluating Learning on Science, Technology, and Society
251
1
Quantitative Terms in Tests
252
1
Using Graphs in Testing
253
2
General Considerations in Test Construction
255
1
Evaluation and the Learning Cycle
256
1
Evaluation of Laboratory Work
257
1
Evaluation of Mastery Learning
258
2
Using Science Tests with Different Cultural Groups
260
1
General Guidelines for Using Tests
260
1
Alternative to Traditional Granding
262
1
CHAPTER 18 New Models for Assessment
263
9
Alternative Modes for Assessment
263
1
Performance-Based Assessment
263
1
Validity of Performance-Assessment Measures
264
1
Concept Mapping
264
1
Creative Assessment
264
1
Journals and Oral Interviews
265
1
Portfolios
265
1
Practical Assessment
265
1
Problem Tests
265
1
Diagrams or Picture Types of Tests
265
1
Self-Evaluation
266
2
Investigating Science Teaching
268
4
UNIT VII: UNDERSTANDING AND WORKING WITH STUDENTS
272
54
CHAPTER 19 The Psychological Basis for Effective Science Teaching
272
20
Learner-Centered Psychological Principles
272
3
Implications for Science Teaching
275
3
Investigating Science Teaching
278
14
CHAPTER 20 Individual and Cultural Differences in Science Classrooms
292
15
Exceptional Students in Education: A Rationale
292
1
Exceptional Students in Science Programs: The Law
292
1
Exceptional Students in Science Class: Some Guidelines
293
4
Gifted and Talented Students in Science Class: Perspectives and Resources
297
1
Guest Editorial
298
1
Teaching Science for Individual Differences
298
2
Honors Classes, Special Seminars, and Second-Level Courses
300
2
Teaching Science for Cultural Differences
302
1
Teaching Science for Individual and Cultural Differences: Advantages and Disadvantages
303
1
Guest Editorial
304
3
CHAPTER 21 Classroom Management and Conflict Resolution
307
19
Classroom Conflicts
307
1
Guest Editorial
308
2
Causes of Conflict
310
2
Discipline Problems and the Science Classroom
312
1
Conflict Resolution and Regulation
313
1
Some Recommendations for Science Teachers
314
4
Investigating Science Teaching
318
8
UNIT VIII: TEACHER RESOURCES
326
38
CHAPTER 22 Computers in Science Class
326
14
Computers as Technology
326
1
Computers and Learning
327
1
Learning About Computers
328
1
Learning With and Through Computers
328
3
Constructivism and Computers
331
1
Computers-Assisted Instruction
331
3
Computer-Based Laboratories
334
1
Multimedia Presentations
335
1
Telecommunications and the Learning of Science
336
1
Continuing Technological Education for Science Teachers
337
2
Investigating Science Teaching
339
1
CHAPTER 23 Materials for Science Teaching
340
24
Using Science Learning Materials
340
1
Use of Textbooks
340
3
Audiovisual Materials
343
3
Supplementary Teaching Aids
346
1
The Role of the Science Staff in Planning Facilities
346
1
Influences on Science Facilities
347
1
Guest Editorial
348
5
Guidelines for Planning a Science Complex
353
5
Investigating Science Teaching
358
6
UNIT IX: PROFESSIONAL DEVELOPMENT
364
32
CHAPTER 24 Student Teaching and Professional Growth
364
18
Why Student Teach?
364
3
Being a Student Teacher
367
1
Guest Editorial
368
3
Professional Development Standards
371
1
Licensure Options
371
1
Securing a Teaching Position
372
2
Science-Teaching Standards
374
1
Characteristics of a Good Science Teacher
375
1
Research on Science Teacher Characteristic
376
1
Opportunities for Professional Growth
377
1
Self-Inventory for Science Teachers
378
1
Evaluation of Teachers
379
2
Investigating Science Teaching
381
1
CHAPTER 25 Being a Science Teacher
382
14
Making the Transition to a Practicing Teacher
382
2
Personal Fulfillment
384
1
Professional Challenges
385
2
Decision Making
387
1
Guest Editorial
388
1
Becoming a Better Science Teacher
389
2
Being a Person, Educator, and Science Teacher
391
2
Investigating Science Teaching
393
3
Appendix Teaching Science Activities
396
79
Biology
397
23
Chemistry
420
2
Earth Sciences
422
15
Gifted Students
437
2
Physics
439
12
Problem Solving
451
3
Science Fair-Projects
454
15
Technology
469
3
Mathematics
472
3
Index
475