Teaching Science for Understanding

Teaching Science for Understanding : A Human Constructivist View

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Description

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.
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Product details

  • 12-17
  • Hardback | 360 pages
  • 157.2 x 236.2 x 22.4mm | 691.73g
  • Academic Press Inc
  • San Diego, United States
  • English
  • 012498360X
  • 9780124983601

Table of contents

Theoretical and Empirical Foundations of Human Constructivism; J.D. Novak, The Pursuit of a Dream: Education Can Be Improved. J.J. Mintzes and J.H. Wandersee, Reform and Innovation in Science Teaching: A Human Constructivist View. J.J. Mintzes and J.H. Wandersee, Research in Science Teaching and Learning: A Human Constructivist View. Theory-Driven Intervention Strategies; J.E. Trowbridge and J.H. Wandersee, Theory-Driven Graphic Organizers. R.F. Gunstone and I.J. Mitchell, Metacognition and Conceptual Change. J. Nussbaum, History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory. Z.R. Dagher, The Case for Analogies in Teaching Science for Understanding. R. Good and C. Berger, The Computer as a Powerful Tool for Understanding Science. M.W. Spitulnik, C. Zembal-Saul, and J.S. Krajcik, Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers. M.G. Jones and G. Carter, Small Groups and Shared Constructions. J.H. Wandersee and L.M. Roach, Interactive Historical Vignettes. E. Abrams, Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach. Epilogue: J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: Meaningful Learning, Knowledge Restructuring, and Conceptual Change: On Ways of Teaching Science for Understanding.
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