Edited by Joel J. Mintzes Affiliation: University of North Carolina, Wilmington James H. Wandersee Affiliation: Louisiana State University, Baton Rouge Joseph D. Novak Affiliation: Cornell University, Ithaca, New York
A Volume in the EDUCATIONAL PSYCHOLOGY Series
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.
* Presents an overview of changes in science education
* Discusses both teaching and learning strategies for better understanding
* Covers strategies for use at elementary, secondary, and college levels of teaching
* Reviews specialized teaching methods including computer simulations, small labs, and journal writing
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, Computer as Powerful Tool for Understanding Science. M.W. Spitulnik, C. Zembal-Saul, and J.S. Krajcik, Using Hypermedia to Represent Emerging Understanding: Science Learners and Preservice Teachers. M. Gail 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.
Synthesis and Analysis: Teaching Science for Understanding--A Human Constructivist Approach: 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. Subject Index
Author, Title, Date: Mintzes et al., TEACHING SCIENCE FOR UNDERSTANDING, 1998
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