Elementary science methods: a constructivist approach
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Belmont, CA
Wadsworth, Cengage Learning
2009
|
| Edition: | 5. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. [581]-609) and index |
| Physical Description: | xxii, 626 p. ill. (some col.) 24 cm |
| ISBN: | 9780495506751 |
Staff View
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| 245 | 1 | 0 | |a Elementary science methods |b a constructivist approach |c David Jerner Martin |
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Record in the Search Index
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|---|---|
| adam_text | CONTENTS IN BRIEF PART 1 CANSTRUCTING THE ELEMENTARY SCIENCE
PRAGRAM............................... 1 CHAPTER I CHAPTER 2 CHAPTER 3
CHAPTER 4 CHAPTER 5 CHAPTER 6 CHAPTER 7 CHAPTER 8 CHAPTER 9 THE SCIENCE
EDUCATION IMPERATIVE 3 SCIENCE EDUCATION TODAY 43 THE PROCESS OF SCIENCE
75 CONSTRUCTIVISM IN ELEMENTARY SCIENCE EDUCATION 195 INQUIRY 241
SCIENCE EDUCATION FOR STUDENTS WITH DIVERSE PERSPECTIVES 279 SCIENCE
EDUCATION FOR STUDENTS WITH LEARNING DIFFERENCES 305 ASSESSMENT 337 THE
ELEMENTARY SCIENCE CLASSROOM 383 PART 2 CHAPTER 10 CHAPTER 11 CHAPTER 12
CHAPTER 13 BEYAND THE SCIENCE CLASSRAAM 427 READING, WRITING, AND
INTERDISCIPLINARYAPPROACHES 429 TECHNOLOGY IN ELEMENTARY EDUCATION 471
CONCEPT MAPPING IN ELEMENTARY SCIENCE 513 THE ELEMENTARY SCIENCE
EDUCATION PROFESSIONAL 531 BACK TA THE FUTURE 549 A MODEL OF TEACHING BY
LISTENING 551 ACTIVITIES CROSS-REFERENCED TO BASIC SCIENTIFIC CONCEPTS
AND PRINCIPLES 5&7 APPENDIX B LISTING OF CHILDREN S LITERATURE 570
GLOSSARY 575 REFERENCES 580 PART 3 CHAPTER 14 APPENDIX A INDEX 610
CONTENTS PART ~ CHAPTER I CONSTRUCTING THE ELERNENTARY SCIENCE
PROGRARN................................ 1 THE SCIENCE EDUCATION
IMPERATIVE 3 HOW MUCH SCIENCE DOES THE ELEMENTARY TEACHER NEED TO KNOW?
5 AMOUNT OF SCIENCE KNOWN TODAY 6 OBSOLESCENCE OF SCIENTIFIC KNOWLEDGE 7
CHANGING SCIENTIFIC KNOWLEDGE 7 SCIENTIFIC CONTROVERSIES 12 HOW MUCH
SCIENCE DOES THE ELEMENTARY TEACHER NEED TO KNOW? 13 RIGHT AND WRONG 17
RECOGNIZING THE UNEXPECTED 19 PERCEPTION 20 LISTENING 23 THE PROCESS 01
SCIENCE 23 USING THE PROCESSES OF SCIENCE 25 HISTORY OF THE PROCESS
APPROACH TO SCIENCE EDUCATION 25 OWNERSHIP 01 KNOWLEDGE AND THOUGHT 30
MYSTERY BOX 30 OWNERSHIP 32 VALUING CHILDREN S THINKING 32 ATTITUDES
ABOUT SCIENCE AND SCIENCE TEACHING 36 TEACHER BELIEFS 36 TEACHER VOICE
40 METAPHORS 41 RESEARCH IN SCIENCE EDUCATION 41 CONCLUSION 42
ADDITIONAL QUESTIONS LOR DISCUSSION 42 INTERNET ACTIVITIES 42 CHAPTER 2
CHAPTER 3 CONTENTS SCIENCE EDUCATION TODAV 43 THE NATURE OF SCIENCE 44
CHARACTERISTICS OF THE SCIENTIFIC ENTERPRISE 44 TEACHING THE NATURE OF
SCIENCE 47 PRODUCTS OF SCIENCE 48 APPLICATIONS AS PRODUCTS OF SCIENCE 48
SCIENTIFIC FACTS 49 SCIENTIFIC CONCEPTS 52 SCIENTIFIC THEORIES 57
SCIENTIFIC LAWS 59 ATTITUDES TOWARD SCIENCE 60 INTERDISCIPLINARY NATURE
OF SCIENCE 60 GOALS OF ELEMENTARY SCIENCE EDUCATION 61 NATIONAL SCIENCE
TEACHERS ASSOCIATION 62 AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF
SCIENCE 63 NATIONAL SCIENCE EDUCATION STANDARDS 64 NO CHILD LEFT BEHIND
66 GOALS 2000: EDUCATE AMERICA ACT 70 WHAT 00 VOU THINK? 71 CONCLUSION
73 ADDITIONAL QUESTIONS FOR DISCUSSION 73 INTERNET ACTIVITIES 73 THE
PROCESS OF SCIENCE 75 OBSERVING 77 CLASSIFYING 88 COMMUNICATING 101
MEASURING 108 VOLUME 111 WEIGHT OR MASS 112 TEMPERATURE 115 TIME 116
METRIC VERSUS CONVENTIONAL UNITS 119 PREDICTING 126 V VI CHAPTER 4
CANT:ENT:1I INFERRING 132 INTERRELATIONSHIPS AMONG THE BASIC PROCESSES
140 THE INTEGRATED PROCESSES 141 THE PENDULUM 142 IDENTIFYING AND
CONTROLLING VARIABLES 147 FORMULATING AND TESTING HYPOTHESES 153
INTERPRETING DATA 161 DEFINING OPERATIONALLY 172 EXPERIMENTING 176
CONSTRUCTING MODELS 181 THE PROCESS-ORIENTED OBIECTIVE 192 CONCLUSION
192 ADDITIONAL QUESTIONS FOR DISCUSSION 193 INTERNET ACTIVITIES 193
CONSTRUCTIVISM IN ELEMENTARY SCIENCE EDUCATION 195 CONSTRUCTIVISM 198
PRIOR BELIEFS 200 CONCEPTUAL CHANGE 201 COGNITIVE DISEQUILIBRATION 202
VALIDITY OF SELF-CONSTRUCTED CONCEPTUALIZATIONS 204 INQUIRY 207
CONSTRUCTIVISM AND SCIENCE LEARNING 207 PIAGET, THE CONSTRUCTIVIST 209
MECHANISM OF CONSTRUCTING KNOWLEDGE 210 BRAIN RESEARCH AND CONSTRUCTION
OF KNOWLEDGE 212 VYGOTSKY, THE SOCIAL CONSTRUCTIVIST 214 CHARACTERISTICS
OF CONSTRUCTIVIST TEACHING 215 STAGES OF COGNITIVE DEVELOPMENT 216
SENSORIMOTOR STAGE 216 PEROPERATIONAL STAGE 216 CONCRETE OPERATIONAL
STAGE 218 CHAPTER 5 CONEN~B FORMAL OPERATIONAL STAGE 226 STAGE
OVERLAPPING 231 DINOSAURS AND THE SOLAR SYSTEM 232 CONCLUSION 238
ADDITIONAL QUESTIONS LOR DISCUSSION 239 INTERNET ACTIVITIES 239 INQULRY
241 THE EXPOSITORY-DISCOVERY CONTINUUM 242 EXPOSITORY METHODOLOGY 243
FREE DISCOVERY METHODOLOGY 244 GUIDED INQUIRY METHODOLOGY 247
PROCESS-ORIENTED INQUIRY 251 AUSUBEL S INSTRUCTIONAL MODEL 252 STAGE 1:
ADVANCE ORGANIZER 252 STAGE 2: PROGRESSIVE DIFFERENTIATION 253 STAGE 3:
INTEGRATIVE RECONCILIATION 254 THE EXPOSITORY-DISCOVERY CONTINUUM
REVISITED 254 INQUIRY WORKS 257 TEACHER VOICE 258 THE GUIDED INQUIRY
LESSON PLAN 260 MICROTEACHING 267 IS LEARNING TAKING PIACE? 269
DEDUCTIVE VERSUS INDUCTIVE TEACHING STYLES 270 WHO OWNS THE KNOWLEDGE?
271 A DIFFERENT KIND 01 BLOOM 272 CONCLUSION 277 ADDITIONAL QUESTIONS
LOR DISCUSSION 277 INTERNET ACTIVITIES 277 CHAPTER 6 SCIENCE EDUCATION
FORSTUDENTS WITH DIVERSEPERSPECTIVES 279 SOME DIFFERENCES IN THE WAYS
CHILDREN LEARN 280 LEARNING MODALITIES 280 VII VIII CHAPTER 7 CANTENTE
VISUAL, AUDITORY, AND TACTILE/KINESTHETIC LEARNING MODALITIES 281 VISUAL
LEARNERS 281 AUDITORY LEARNERS 283 TACTILE/KINESTHETIC LEARNERS 286
LOCUS OF CONTROL 290 FIELD DEPENDENCE / FIELD INDEPENDENCE 294 MULTIPLE
INTELLIGENCES 296 TEACHER VOICE 301 TEACHERS LEARNING STYLES 303
CONCLUSION 304 ADDITIONAL QUESTIONS FOR DISCUSSION 304 INTERNET
ACTIVITIES 304 SCIENCE EDUCATION FORSTUDENTS WITH LEARNING DLFFERENCES
305 GENDER BIAS 307 SCIENCE EDUCATION FOR CHILDREN WITH DISABILITIES 309
STRATEGIES FOR TEACHING STUDENTS WITH DISABILITIES 311 MATERIALS AND
EQUIPMENT FOR STUDENTS WITH DISABILITIES 312 SCIENCE EDUCATION FOR
STUDENTS WHO ARE GIFTED AND TALENTED 314 SCIENCE EDUCATION FOR ENGLISH
LANGUAGE LEARNERS 316 INSTRUCTIONAL STRATEGIES FOR ELL STUDENTS 318
MATERIALS FOR USE WITH ELL STUDENTS 319 ASSESSMENT STRATEGIES FOR ELL
STUDENTS 322 FAMILIES 323 TEACHER VOICE 323 MULTICULTURAL FACTORS 325
ATTITUDE IN MULTICULTURAL EDUCATION 326 MULTICULTURALLNSTRUCTIONAL
METHODOLOGY 327 MULTICULTURAL CURRICULUM 329 CONCLUSION 334 ADDITIONAL
QUESTIONS FOR DISCUSSION 334 INTERNET ACTIVITIES 334 CANTENT. CHAPTER 8
ASSESSMENT 337 AUTHENTIE ASSESSMENT 339 WHAT IS ASSESSED IN ELEMENTARY
SEIENEE EDUEATION? 341 ASSESSMENT OF PROCESS SKILLS 341 OBSERVATION 345
PRACTICAL ASSESSMENTS 345 ASSESSMENT OF INQUIRY 350 ASSESSMENT OF
ATTITUDE 352 ASSESSMENT OF CONTENT 353 ADDITIONAL AUTHENTIE ASSESSMENT
TEEHNIQUES 355 INTERVIEWING 356 SCIENCE JOURNALS AND SCIENCE NOTEBOOKS
358 PORTFOLIOS 359 ASSESSMENT LECHNIQUES THAT SUPPORT LEARNER
DIFFERENCES 365 REPORT CARDS 367 HIGH-STAKES TESTING AND THE
STANDARDIZED AEHIEVEMENT TEST 370 NATIONAL AND INTERNATIONAL
STANDARDIZED SCIENCE ACHIEVEMENT TESTS 370 HIGH-STAKES LESTING 372
REAUTHORIZATION OF NO CHILD LEFT BEHIND 375 ASSESSMENT OF THE ELEMENTARY
SEIENEE LEAEHER AND PROGRAM 375 TEACHER VOICE 380 CONELUSION 382
ADDITIONAL QUESTIONS FOR DISEUSSION 382 INTERNET AETIVITIES 382 CHAPTER
9 THE ELEMENTARY SCIENCE CLASSROOM 383 TRUST 384 STRATEGIES FOR
SUEEESSFUL SEIENEE AETIVITIES 390 SAFETY IN THE ELEMENTARY SEIENEE
CLASSROOM 391 EQUIPMENT AND MATERIALS 399 ANIMALS AND PLANTS IN THE
CLASSROOM 399 FAMILY INVOLVEMENT 402 IX X CANT:BNT:A CLASSROOM
ORGANIZATION 406 COOPERATIVE TEACHING AND COOPERATIVE LEARNING 406 TIME
MANAGEMENT 408 CLASSROOM MANAGEMENT 409 TEACHER VOICE 412 OUTDOOR
CLASSROOMS 414 SCIENCE OUTSIDE THE CLASSROOM 417 FIELD TRIPS 417
NONTRADITIONAL SCIENCE SETTINGS 422 REVISITING YOUR METAPHOR 424
CONCLUSION 425 ADDITIONAL QUESTIONS FOR DISCUSSION 425 INTERNET
ACTIVITIES 426 PART 2 BEYONDTHE SCIENCE CLASSROOM 427 CHAPTER 10
READING, WRITING, AND INTERDLSCIPLINARY APPROACH ES 429 READING,
WRITING, AND LITERATURE 431 INTEGRATING CHILDREN S LITERATURE AND
SCIENCE 433 INTRODUCING LESSONS 433 ANALYZING CONCLUSIONS 438 PROVIDING
FACTUALLNFORMATION 439 PROVIDING PRACTICAL EXAMPLES 440 DEVELOPING
PROCESS SKILLS 443 PROVIDING VICARIOUS EXPERIENCES 445 PROVIDING
INTERDISCIPLINARY BRIDGES 445 SHAPING STUDENTS PERCEPTIONS ABOUT
SCIENCE 445 SELECTING CHILDREN S LITERATURE 446 SCIENCE TEXTBOOKS 447
CONSTRUCTIVIST USES OF ELEMENTARY SCIENCE TEXTBOOKS 448 COMMERCIALLY
AVAILABLE HANDS-ON MATERIALS 452 REVIEW OF SCIENCE CURRICULUM MATERIALS
453 THE ROLE OF READING AND WRITING IN ELEMENTARY SCIENCE 455 CONTENTS
INTERDISCIPLINARY APPROACHES 458 TWO INTERDISCIPLINARY MODELS 460
TEACHER VOICE 463 SEIEN CE, TECHNOLOGY, AND SOCIETY 465 PERSONAL BIAS IN
STS PROJECTS 467 CONCLUSION 469 ADDITIONAL QUESTIONS FOR DISCUSSION 469
CHAPTER I I TECHNOLOGY IN ELEMENTARY EDUCATION 471 WHY USE ADVANCED
TECHNOLOGY IN ELEMENTARY SCIENCE EDUCATION? 475 WIDESPREAD USE OF
COMPUTER TECHNOLOGY 475 FAMILIARITY WITH ADVANCED TECHNOLOGY 475
TECHNOLOGICAL ACCESS TO INFORMATION 475 COMPUTER SCIENCE IN INQUIRY
INVESTIGATION 476 SUPPORT OF LEARNING DIFFERENCES THROUGH TECHNOLOGY 476
USE OF COMPUTER TECHNOLOGY BY SCIENTISTS 477 COMPUTERS IN THE ELEMENTARY
SCIENCE CLASSROOM 478 A TECHNOLOGY INQUIRY CONTINUUM 478 TUTORING USES
OF COMPUTERS 479 INTERACTIVE USES OF COMPUTERS 480 WARD PROCESSING AND
DESKTOP PUBLISHING APPLICATIONS 480 SPREADSHEET, DATABASE, AND GRAPHING
APPLICATIONS 480 PRESENTATION APPLICATIONS 487 GRAPHIE ORGANIZER
SOFTWARE 487 SIMULATIONS, ANIMATIONS, AND GAMES 487 CD-ROM INFORMATION
BASE APPLICATIONS 489 EXPERIMENTING USES OF COMPUTERS 489 EVALUATING
COMPUTER SOFTWARE 492 SOURE ES OF COMPUTER SOFTWARE 494 THE INTERNET 495
USING THE INTERNET IN THE ELEMENTARY SCIENCE CLASSROOM 498 WEBQUESTS 499
SCHOOL AND CLASS WEB SITES 500 SCIENTIFIC RESEARCH 500 XI XII CONT:ENT:.
BRINGING THE WORLD INTO THE CLASSROOM 501 INTERNET SAFETY 502 E-MAIL 503
VIDEO AND TELEVISION IN THE ELEMENTARY SCIENCE CLASSROOM 503 INTERACTIVE
WHITEBOARDS 504 TECHNOLOGY FOR TEACHERS 505 TEACHER VOICE 506 GETTING
STARTED 510 CONCLUSION 511 ADDITIONAL OUESTIONS FOR DISCUSSION 512
INTERNET ACTIVITIES 512 CHAPTER 12 CONCEPT MAPPING IN ELEMENTARV SCIENCE
513 EXPLORING CONCEPT MAPPING 514 CONCEPT MAPPING TECHNIQUE 521 USES OF
CONCEPT MAPS IN SCIENCE EDUCATION 522 USING CONCEPT MAPS FOR LESSON
PLANNING 523 USING CONCEPT MAPS IN INSTRUCTION 525 USING CONCEPT MAPS
FOR AESSESSMENT 527 USES OF CONCEPT MAPS BY CHILDREN 528 TEACHER VOICE
528 CONCLUSION 530 ADDITIONAL OUESTIONS FOR DISCUSSION 530 CHAPTER 13
THE ELEMENTARV SCIENCE EDUCATION PROFESSIONAL 531 DECISIONS ABOUT
METHODOLOGY 533 DECISIONS ABOUT CURRICULUM 534 PROFESSIONAL DEVELOPMENT
WORKSHOPS AND INSTITUTES 538 PROFESSIONAL ORGANIZATIONS 539 THE
ELEMENTARY SCIENCE TEACHER AS RESEARCHER 541 GRANTS 544 EXCELLENCE IN
SCIENCE TEACHING 546 CONCLUSION 547 ADDITIONAL QUESTIONS FOR DISCUSSION
548 INTERNET ACTIVITIES 548 CANEN~. XILL PART 3 BACK TA THE FUTURE 549
CHAPTER 14 A MODEL OFTEACHING BV LLSTENING 551 THE NEED FOR A DIFFERENT
MODEL 553 A MODEL OF TEACHING BY LISTENING 554 TOPIC SELECTION PHASE 555
PLAN OF ACTION PHASE 558 ACTIVITY PHASE 559 EVALUATION PHASE 560 THE
NEXT CYCLE 561 MANAGEMENT 561 CONCLUDING REMARKS 564 APPENDIX A
ACTIVITIES CROSS-REFERENCED TO BASIC SCIENTIFIC CONCEPTS AND PRINCIPLES
567 APPENDIX B LISTING OF CHILDREN S LITERATURE 570 G10SSARY 575
REFERENCES 580 INDEX 610
|
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| indexdate | 2024-07-09T21:31:10Z |
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| isbn | 9780495506751 |
| language | English |
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| spelling | Martin, David Jerner Verfasser aut Elementary science methods a constructivist approach David Jerner Martin 5. ed. Belmont, CA Wadsworth, Cengage Learning 2009 xxii, 626 p. ill. (some col.) 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. [581]-609) and index Naturwissenschaft Science Study and teaching (Elementary) United States Constructivism (Education) United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Grundschule (DE-588)4022349-8 s Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017123087&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Martin, David Jerner Elementary science methods a constructivist approach Naturwissenschaft Science Study and teaching (Elementary) United States Constructivism (Education) United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4041425-5 (DE-588)4022349-8 (DE-588)4078704-7 |
| title | Elementary science methods a constructivist approach |
| title_auth | Elementary science methods a constructivist approach |
| title_exact_search | Elementary science methods a constructivist approach |
| title_full | Elementary science methods a constructivist approach David Jerner Martin |
| title_fullStr | Elementary science methods a constructivist approach David Jerner Martin |
| title_full_unstemmed | Elementary science methods a constructivist approach David Jerner Martin |
| title_short | Elementary science methods |
| title_sort | elementary science methods a constructivist approach |
| title_sub | a constructivist approach |
| topic | Naturwissenschaft Science Study and teaching (Elementary) United States Constructivism (Education) United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Naturwissenschaft Science Study and teaching (Elementary) United States Constructivism (Education) United States Naturwissenschaftlicher Unterricht Grundschule USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017123087&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT martindavidjerner elementarysciencemethodsaconstructivistapproach |