This text provides an overview of current science teaching practices for the elementary and middle grades. The authors, top scholars in the field of Science Education, believe that all children should develop an in-depth and meaningful understanding of scientific concepts and processes. To achieve this, the text utilizes the Project Based Approach. Project-based science stresses that science teaching should emphasize the active engagement of students in science, rather than teachers telling students information. Each chapter has several Portfolio Activity boxes that provide active learning experiences or reflections for the student. Like the first edition, the text includes numerous strategies in each chapter that help both new and experienced teachers understand how to teach science in an active and engaging manner. The text also shows teachers how to implement the National Science Education Standards (NSES) and constructivist strategies. A NSES marginal feature keys content to the standards. Moreover, this textbook helps teachers learn how to implement all of today’s major reforms; not just read about them.

Teaching Science in Elementary and Middle School Classrooms: A Project-Based Approach

Education & Teaching

Krajcik, Joseph S.

Czerniak, Charlene M.

Berger, Carl F.

Berger, Carl

Schools & Teaching

McGraw-Hill Humanities/Social Sciences/Languages

Teaching Science in Elementary and Middle School: A Project-Based Approach

Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. In project-based science classrooms students investigate, use technology, develop artifacts, collaborate, and make products to show what they have learned. Paralleling what scientists do, project-based science represents the essence of inquiry and the nature of science. Because project-based science is a method aligned with what is known about how to help all children learn science, it not only helps students learn science more thoroughly and deeply, it also helps them experience the joy of doing science. Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K–12 Science Education" textboxes. More concise than previous editions, the Fourth Edition offers a wealth of supplementary material on a new Companion Website, including many videos showing a teacher and class in a project environment.

Routledge

The need for a scientifically literate population that can apply scientific ideas to solve real world problems in the 21st century has never been greater. Yet a growing disconnect exists between this need and the educational capacity to prepare them. The mission of Teaching Science in Elementary and Middle School: A Project-Based Approach, 3e is to help answer this need. Like its predecessors, this new edition is organized around the guiding principles of problem-based learning: long-term, interdisciplinary, student-centered lessons that are relevant to real-world issues and activities. This teaching approach engages all young learners―regardless of culture, race, or gender―in exploring important and meaningful questions through a process of investigation and collaboration. Throughout this dynamic process, students ask questions, make predictions, design investigations, collect and analyze data, make products, and share ideas. Changes in this new edition include the following… <ul>
<li>Stronger, more explicit connections between PBS, inquiry teaching and the National Science Education Standards (NSES). </li> </ul> <ul>
<li>The theme of establishing the relevance of science to students’ lives has been expanded. It now includes attention to discrepant events, anchoring events, and experiencing phenomena in addition to its previous focus on driving questions.</li> </ul> <ul>
<li>To help children understand that science is about explaining phenomena, a new chapter, Making Sense of Data, now follows the one on Designing and Carrying Out Investigations. It contains a section on helping children create evidence-based scientific explanations.</li> </ul> <ul>
<li>A new section on the challenges of special needs and gifted students.</li> </ul> <ul>
<li>The discussion of technology in science teaching have been expanded to include such new devices as wireless handhelds, cameras, cell phones, wikis and ipods. </li> </ul> <ul>
<li>The introductory scenarios have been reworked to insure greater relevance to elementary science teaching. </li> </ul> <ul><li>An accompanying Web site will offer test items and strategies to support students in problem-solving and in planning and carrying-out investigations.</li></ul>
This text is appropriate for anyone interested in teaching elementary or middle school science using an inquiry-oriented, problem-based framework.

Krajcik, Joseph

Teaching Science in Elementary and Middle School

Teaching Science in Elementary and Middle School integrates principles of learning and motivation with practical teaching ideas for implementing them. Paralleling what scientists do, project-based learning (PBL) represents the essence of inquiry and the nature of science, and engages children and teachers in investigating meaningful, real-world questions about the world around them. This text provides concrete strategies on teaching using a project-based approach and on meeting the principles in A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). Features include strategies for planning long-term, interdisciplinary, student-centered units; scenarios to help readers situate new experiences; and a wealth of supplementary material on the Companion Website. Features in the Fifth Edition: <ul>
<li>Integrates research-based findings from the National Research Council’s Taking Science to School, A Framework for K–12 Science Education, and NGSS to engage learners and help them make sense of phenomena in using disciplinary core ideas, science and engineering practices, and crosscutting concepts </li> <li>Gives attention to cultural diversity throughout the chapters, with an added focus on working with English Language Learners</li> <li>Describes how to develop and use assessments that require students to make use of their knowledge to solve problems or explain phenomena </li> <li>Illustrates how to use PBL to make connections to Common Core Standards for Mathematics and English Language Arts </li> <li>Provides examples of project-based lessons and projects to illustrate how teachers can support children in engaging in scientific and engineering practices, such as asking questions, designing investigations, constructing models and developing evidence-based explanation</li>
</ul>

The big ideas are Size and Scale, Structure of Matter, Forces and Interactions, Quantum Effects, Size-Dependent Properties, Self-Assembly, Tools and Instrumentation, Models and Simulations, and Science, Technology, and Society. These ideas were arrived on after a series of National Science Foundation supported workshops. Workshop participants included science teachers, science educators, and science researchers. The book is for use with students in grades 6 12. Section I, The Big Ideas : Each chapter in this section introduces the reader to and defines a nanoscale science and engineering (NSE) big idea, details the content contained within the big idea, describes how a workshop group of scientists arrived at a consensus for that idea, and provides a justification for defining it as an NSE big idea. Each chapter also provides a number of examples that illustrate the content and that describe possible interdisciplinary connections. Section II, Integrating NSE into the Science Curriculum : The chapters are again broken down into the nine big ideas. In each chapter, the authors give learning goals for that big idea and how these learning goals can be used to develop a coherent curriculum. Section II also identifies the prerequisite (both general and specific) knowledge necessary for each big idea and the prior learning and misconceptions students may bring with them to the science classroom. Section III, Next Steps : The authors discuss the challenges faced by our schools in the development of an NSE-educated citizenry.

The Big Ideas of Nanoscale Science and Engineering: A Guidebook for Secondary Teachers

Science & Math

Stevens, Shawn Y.

Sutherland, LeeAnn M.

Technology

NSTA

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