Two international leaders offer important insights into the ways in which the discipline of science education has developed and how school curriculum has been shaped by both scientific discovery and social change. J Myron Atkin (U.S.) and Paul Black (U.K.) share their vast and varied experiences in this historical account that chronicles the many developments in the field from the end of World War II to the present. The chapters in this volume cover: the aims and politics of science education, curriculum development, subject matter boundaries, pedagogy and learning, assessment and evaluation, educational research and practice, and the teaching profession. Each theme is introduced in its historical and philosophical context, with current issues emphasized. The authors then analyze these themes by drawing on relevant episodes from their transatlantic careers. These episodes act as a springboard for developing insights into each theme, including comparisons between educational practices in the United States and the United Kingdom. Featuring compelling examples and a cohesive presentation, this groundbreaking volume is essential reading for anyone making decisions about the future of science education.

Inside Science Education Reform: A History of Curricular and Policy Change (Ways of Knowing in Science and Mathematics, 18)

Black, Paul

Atkin, J. Myron

History

Teachers College Pr

This book describes how middle school science teachers, in collaboration with a team of researchers, tried to improve their everyday assessment practices to enhance student learning. It describes the challenges they faced, the differences among the teachers, and the personal nature of deep educational change. A product of CAPITAL (Classroom Assessment Project to Improve Teaching and Learning), a research effort supported by the National Science Foundation, this book: uses classroom stories to show how teachers can use a variety of formative assessment techniques to answer questions they have about their teaching; provides real-life examples of teachers grappling with new practices at a personal level, in their own settings and in light of their own values and beliefs; offers suggestions for designing professional development efforts that recognize the significant variation among teachers in how they go about changing their assessment practices; and, outlines principles and practices that must accompany change in the classroom if it is to be more than superficial.

Designing Everyday Assessment in the Science Classroom (Ways of Knowing in Science and Mathematics)

Education & Teaching

Coffey, Janet E

Moorthy, Savitha

Schools & Teaching

Teachers' College Press

Government in the Classroom (Bedford Way Papers)

Univ. London, Inst. of Educ.

Improving Science Education Through Local Alliances: A Report to Carnegie Corporation of New York

Atkin, Ann

Health, Fitness & Dieting

Etr Assoc

<p>Behind the stereotype of girls not doing well in science are some reasons, mostly based on one fact: They are often and most often inadvertently treated differently in the classroom. The authors of Girls in Science engaged in years of working under a grant funded by the National Science Foundation on this all-too-real problem of gender-equitable science teaching. What they found through working with students, teachers, and scientists the three elements of the Triad community in which their research started can change the way you teach and level the playing field of science education for girls. The Triad refers also to the Student Goals, the Teaching Goals, and the Science Goals there are five in each area that lie at the heart of the book. Each of the 15 goals is supported by an essay, strategies, and brief vignettes that will help teachers and students reach the goal. The vignettes, written by teachers and scientists involved in the project, illustrate the strategies. They illuminate problems and provoke the reader to find remedies through the use of reflection questions and links to similar vignettes. For the Student Goal of Confidence to Explore, for instance, one of the three strategies is Knowing that I learn when I make mistakes. The five vignettes supporting the strategies include After the Initial Eewww, No Longer the Same, and No Step-by-Step Instructions. Girls in Science is valuable for more than issues of gender equity. As their work progressed, the authors realized what they were learning could be adapted to help with equitable teaching for other groups of students; special-needs students, English language learners, and ethnic and racial minorities, for example.</p>

Girls in Science: A Framework for Action

Science & Math

Chatman, Liesl

Nielsen, Katherine

Strauss, Erin J.

Tanner, Kimberly D.

Science for Kids

Natl Science Teachers Assn

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