| کد | bk-30472 |
|---|---|
| نوع | کاغذی |
| عنوان | Teaching science for all children |
| نویسنده | Ralph E. Martin |
| ناشر | Allyn and Bacon |
| محل نشر | Boston |
| سال انتشار | 2001میلادی |
| نوبت چاپ | 1 |
| تعداد جلد | 1 |
| زبان | انگلیسی |
| قطع | وزیری |
| چکیده |
Revised edition of: Teaching science for all children / Ralph Martin [and others]. 2nd ed. c1997 Includes bibliographical references (pages 642-649) and index The Exploration: Methods and Best Practices for Effective Science Teaching -- How Can We Help Learners to Inquire and Construct Scientific Meaning? -- Complications, Problems, and Current Directions -- A Scenario -- The Importance of Scientific Inquiry -- Methods That Use Inquiry to Promote Student Concept Formation and Discovery -- A Scenario -- Processing the Scenario -- The 4-E Science Learning Cycle -- Scientific Method: How Can You Use Principles of Scientific Experimentation While Teaching? -- The Principles of Scientific Inquiry as a Teaching Method -- What Research Says: The Science Learning Cycle -- Limitations and Benefits -- Suchman's Inquiry: How Can You Get Students to Think and Question? -- Can Children Learn Science Through Play? -- Problem-Based Learning -- How Can You Turn Students' Questions into an Inquiry Teaching Method? -- Techniques for Promoting Student Cooperation -- Cooperative Learning in Science -- Cooperative Inquiry Groups -- Recommendations for Enhancing Students' Learning of Science -- Build a Portfolio -- How Can You Use Demonstrations, Direct Instruction, and Textbooks Effectively? -- Avoiding Authoritarianism and the Exclusive Use of Textbooks -- Why Is an Interactive Classroom Important? -- How Can You Use Teacher Demonstrations to Foster Constructed Learning? -- Tips for Effective Demonstrations -- When Should You Use a Demonstration? -- When Should the Students Do a Demonstration? -- How Can You Use Exposition Effectively? -- Problems and Uses -- Using Deduction -- Teaching Explicit Material -- How Can You Use Science Textbooks Effectively? -- Be Aware of Shortcomings and Differences -- Enhancing the Textbook -- What Research Says: How Are Scientists Portrayed in Children's Literature? -- Changing the Sequence -- Selecting the Best Textbook -- Using Trade Books -- The Explanation: Modern Science Teaching Benefits from Inquiry-Based, Interactive Approaches to Learning -- What Is Science? -- How Do Children Perceive Science? -- Science Is ... -- Scientists Are ... -- What Is the Status of Elementary Science? -- Achievement -- Science Teaching -- Goals -- Time -- Diversity -- The Nature of Science -- Three Parts of Science -- Science Attitudes -- Science Process Skills -- What Research Says: Attitudes and Science Teaching -- Science Knowledge -- The Aims of Modern Science Education -- How Do Children Learn Science? -- What Role Does Brain Development and Processing Play in Learning? -- Simplified Brain Anatomy -- Simplified Brain Development and Function -- Signal Processing -- Making Connections Makes Learning -- Where Do Children's Ideas Come From and How Do They Influence Learning? -- Preconceptions -- Misconceptions -- What Do We Know About Children's Ideas? -- What Do Children Need to Help Them Learn? -- Thinking -- Physical Activity -- Language -- Socialization -- Self-Esteem -- Time -- What Is the Dominant Perspective About How Children Learn Science? -- Jessica: A Constructivist Attempt -- What Research Says: Brain-Based Learning -- Constructivism -- Jean Piaget -- Jessica: The Novelty Wore Off -- What Techniques and Roles Support Constructivist Learning? -- A Constructivist Learning and Teaching Model -- Constructivist Teaching Roles -- Jessica's Knowledge Construction -- How Can You Teach Science for All Children? -- Science for All -- Celebrating Diversity -- How Can You Help Non-English-Speaking Students? -- Is Gender Equality a Special Need? -- Similarities in Learning -- Science for Exceptional Children -- Teaching Children Who Have Learning Disabilities -- Teaching Children Who Have Intellectual Disabilities -- Teaching Children Who Have Physical Disabilities -- Teaching Learners Who Are Gifted and Talented -- What Research Says: Teaching Exceptional Students -- How Can Parents Meet Children's Special Needs? -- How Can Parents Help Their Children Study and Prepare for Science? -- What Are Some Extra Science Activities Parents Can Do to Help Their Children? -- What Goals Promote Scientific Literacy? -- What Is Scientific Literacy? -- What Reform Efforts Have Sought to Provide Goals for Scientific Literacy? -- Project Synthesis -- Scope, Sequence, and Coordination of Secondary School Science (SS & C) -- Project 2061 -- National Science Education Standards -- Goals Promoting Scientific Literacy -- Science as Inquiry -- Science and Technology -- Science in Personal and Social Perspectives -- What Research Says: What Are Teachers' Attitudes Toward Reform? -- History and Nature of Science -- The Expansion: Continuing Our Learning, Developing Skills, and Using the Tools of Science -- How Can You Plan Constructivist Science Lessons and Assess Student Performance? -- Concept Mapping -- Necessary Definitions -- What Are Concept Maps? -- Why Should Concept Maps Be Developed? -- Steps for Developing a Concept Map -- Planning Constructive Inquiry Science Lessons -- Selecting Performance Outcomes and Developing Curriculum -- Developing Objectives -- Planning the Lesson -- 4Es -- How Can You Evaluate Student Learning? -- Limits and Purposes of Tests -- Selecting the Tool for the Task -- What Research Says: Assessment: What to Emphasize? -- How Can You Use Questions to Promote Science Inquiry? -- Questions on Questions -- What Kinds of Questions Do Teachers Ask and What Kinds of Answers Do They Require? -- Why Do Teachers Use Questions? -- How Do Questions Affect Students? -- How Are Teacher Questions and Student Answers Related? -- How Do Teachers Use Questions to Involve All Students? -- What Is Wait-Time and Why Is It Important? -- What Types of Questions Are Used Most in Elementary Science Books and Tests? -- What Research Says: Using Questions in Science Classrooms -- What Are the Different Types of Questions? -- What Are the Keys to Effective Questioning? -- How Can You Improve Your Questioning? -- Why Use Students' Questions? -- Why Bother with Students' Questions? -- How Can You Stimulate Students' Questions? -- How Can You Use Students' Questions Productively? -- How Can You Create a Safe, Efficient, Inquiry-Based Science Classroom? -- Documented Need for Science Safety -- Why All the Concern over Safety? -- What Are Your Legal Responsibilities? -- Tort -- Reasonable and Prudent Judgment -- Foreseeability -- Negligence -- Due Care -- Federal and State Legislation -- Safety Equipment -- Electrical Equipment -- Heating Equipment -- Flammable Liquid Storage -- Loose Clothing and Long Hair -- Fire Blankets -- Fire Extinguishers -- Eyewash and Showers -- Performing Safety Assessments -- What Materials Are Necessary for the Activities? -- Items Purchased Through a Scientific Supplier -- Items Purchased Locally -- Items Made from Recycled Materials -- Live Items -- Safety/First Aid Kits -- Storage -- Central or Classroom Storage Access -- Storing and Dispensing Materials -- Room Arrangement -- Large-Group Science Activities -- What Research Says: Class Size and Science Achievement -- Science Learning Centers -- Bulletin Boards and Other Displays -- Science Materials, Programs, and Resources: What Are the Best Practices? -- Dominant Beliefs in Science Education -- Changes over Time: Legacy of the Past -- Major Elementary Science Program Models: Looking Back for the Source of Wisdom -- The Alphabet Soup -- Science -- A Process Approach (SAPA) -- Science Curriculum Improvement Study (SCIS) -- The Elementary Science Study (ESS) -- What Works? -- What Research Says: Emphasis on Excellence -- Supported Assumptions About Effective Elementary Science Programs -- The Next Generation of Science Programs -- Supplemental Resources -- What Resources Are Available? -- Human Resources -- Print Resources -- Microcomputer Applications -- How Can You Use Educational Technology to Enrich Your Classroom? -- Why Use Educational Technology? -- National Technology Standards -- Levels of Use -- The Networked Classroom -- Removing the Walls -- How Can Educational Technology Be Applied in the Context of Science Teaching? -- Lessons, Activities, and Teaching Materials to Meet the Goals of Elementary and Middle School Science -- Life Science Activities -- Plant Parts and Needs (K-4) -- Osmosis and Capillary Action (5-8) -- Plant Photosynthesis (5-8) -- Starch Exploration (5-8) -- Colors of Wildlife (K-4) -- Bird Life (K-2) -- Wildlife and Domesticated Animals (K-4) -- A Bug's Life? (3-4) -- Crickets: Basic Needs of an Organism (5-8) -- Animal Adaptations (5-8) -- Owl Pellets (5-8) -- Humans and Trash (K-4) -- Useful Waste (5-8) -- Litter in Our Waterways (4-8) -- Sense of Taste (K-4) -- Skeleton (1-4) -- Temperature Receptors on Skin (3-6) -- Building Microscope Skills (5-8) -- Sex-Linked Genes (5-6) -- Passing of Traits (7-8) -- Physical Science Lessons -- Sound Versus Noise (K-4) -- Sounds Are Different (2-4) -- Vibrations Causing Sound (2-4) -- Loudness and Pitch (2-4) -- Sound Movement as Waves (2-4) -- Sound Waves (4-6) -- Sound Production (5-8) -- Characteristics of Matter (3-4) -- Physical Properties of Matter (K-6) -- Changing Matter (5-8) -- Identification of an Unknown (5-8) -- Using the Scientific Method to Solve Problems (5-8) -- Heat Energy (1-4) -- Structure Strength (2-6) -- Mirrors and Reflection (2-6) -- The Slinky Potential (7-8) -- Toys in Space (4-8) -- Simple Machines: The Lever (4-8) -- Earth and Space Science Activities -- The Solar System and the Universe (K-2) -- The Expanding Universe (3-8) -- Constellations (4-8) -- Earth Layers (K-4) -- Fossils (2-6) -- Soil Formation (3-6) -- Rock Types (5-8) -- Cooling Crystals (5-8) -- Weathering (5-8) -- Crustal Plate Movement (5-8) -- Aging Human/Aging Earth (7-8) -- Rain Formation (K-4) -- Dew Formation (2-4) -- Radiant Energy (2-4) -- Weather Forecasting (4-8) -- Air Mass Movement (5-8) -- Air Pressure (5-8) -- Solar Heating (5-8) -- Air Movement and Surface Temperature (5-8) -- Uneven Heating of the Earth (5-8) -- National Science Education Standards: Contents Standards for K-4 and 5-8 |
| تاریخ ثبت در بانک | 10 خرداد 1399 |