The Third Edition continues its emphasis on best practices, constructivism, and learning science through inquiry. *The authors have taken their popular *4E Learning Cycle teaching method from Part III in the second edition and applied it throughout this edition. The chapters are now organized around these four key areas of the learning cycle: Exploration, Explanation, Expansion, and Evaluation. Continuing to integrate the National Science Education Standards throughout, the authors provide ways for future teachers to foster an awareness among their students of the nature of science; implement skills in the classroom using science inquiry processes; and develop in their students an understanding of the interactions among science, technology, and society.
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Book Description
Editorial Reviews
From the Back Cover
Key Benefit: This new edition continues the authors' constructivist approach to promote the teaching of the concepts, skills, and attitudes of science in the classroom. Key Topics: Incorporating the National Science Education Standards in the second edition, the authors provide ways for teachers to foster an awareness among their students of the nature of science, implement skills in the classroom using science inquiry processes, and develop in their students an understanding of the interactions among science, technology, and society. Part I provides a foundation for science, learning and literacy; Part II focuses on preparing elementary and middle school lessons; and Part III emphasizes the 4E learning cycle and discusses a variety of teaching methods and teacher skills. Market: For professional educators who teach science at the elementary and middle school level.
--This text refers to an out of print or unavailable edition of this title.
About the Author
Dr. Ralph Martin is Professor of Science Education at Ohio University, Athens, OH. During his 35 years as an educator, he has taught science lessons and led projects spanning K-16. His research and scholarship has produced more than 15 books and manuals (various editions) and netted millions in funding for teacher professional development in science and math. He has received numerous Ohio and national awards in recognition of his teaching and leadership and has coordinated, directed, and chaired many university programs and faculty units. Presently he serves as Chair of the Science Review Board for the Ohio Resource Center for Mathematics, Science and Reading (www.ohiorc.org) and is Co-Director of the South East Ohio Center for Excellence in Mathematics and Science (www.seocems.org), which conducts research, provides professional development programs, and supports educational improvement efforts focused on Appalachia Ohio.
Dr. Colleen Sexton is an Associate Professor of Science Education at Governors State University, University Park, IL. She is the Academic Director of the South Suburban Consortium for Grow Your Own Illinois Teachers. This initiative is designed to provide a college degree to teacher candidates committed to teaching in traditionally hard-to-staff school districts. She has a special interest in Environmental Education and effective Integration of Educational Technology in the classroom. She has traveled to Turkey and Cyprus to deliver professional development in science education to K-8 teachers and to present keynote addresses at International Technology Conferences on the effective use of educational technology tools in science classrooms. Prior to GSU she was an Associate Professor and Secondary Education Coordinator at Ohio University in Athens, OH. Dr. Sexton also served for four years as the Program Manager for the Ohio SchoolNet Plus Initiative. This $495M initiative was designed to provide one interactive workstation in the classroom for every five children throughout Ohio’s K-5 classrooms. While with Ohio SchoolNet she was also directly responsible for the professional development opportunities for the interactive video projects. From 1988-1996 Dr. Sexton served as instructor and then as an Assistant Professor for the College of Education at Ohio University, serving as Curriculum Director for the Appalachian Distance Learning Project – a 3rd grade interactive video pilot. Her K-12 experience includes eight years of high school science teaching in the Chicago area and one year of teaching introductory biology at the community college level. Her research areas include the use of handhelds in higher education, the integration of educational technology into the science curriculum, and teacher dispositions in an online learning environment.
Dr. Teresa Franklin in an Associate Professor in Instructional Technology at Ohio University, Athens, OH. Her love of teaching and learning through the integration of technology in the K-12 and higher education curriculum spans thirty years. As a science teacher in 1979, she began to use computers in her middle school Life Science and Earth Science lessons to help students gather data and solve problems. Teresa has served on the Ohio Technology Academic Content Standards Committee and the International Society for Technology in Education—National Educational Technology Standards for Teachers writing committee. Research interests include the integration of technology within the science curriculum, virtual environments for learning, handheld technologies in the classroom, and online course development.
Authors of Chapter 10:
Dr. Jack A. Gerlovich is Levvitt Distinguished Professor of science/education/safety at Drake University. A Levvitt Professor must exemplify the qualities of “effective consulting, research, teaching, mentoring, and relationship-building.” He is the author or coauthor of seven books, thirty state and national journal articles, and two national and fifteen customized state software/CD-ROM programs on science safety. During his thirty-plus years in education, he has served as the State Science Supervisor for the Iowa Department of Education and as a science teacher at all levels of education. At Drake University, he teaches classes in Issues in Foundations of American Education (elementary, secondary, and graduate levels), Elementary Science Methods, and Science Safety. He has conducted nearly 200 science safety worships throughout the nation; served as an expert witness in court cases involving science safety issues; assisted industry, government, and education as a safety consultant; and developed training programs and software/CD-ROM packages customized to individual state needs. He was also certified by the U.S. Department of Transportation, Safety Institute for Occupational Safety and Health (NIOSH) and the Council of State Science Supervisors (CSSS) 16-hour Occupational Safety & Health course in Safety in the School Science Laboratory. Having been a commercially licensed, multiengine rate pilot for several years, he is also conscious of being safe and prepared.
Dr. Dennis McElroy is an Assistant Professor of Education at Graceland University and does science safety consulting with JaKel, Inc. He has also served as Graceland’s Vice-President for Information Services, Educational Technologist at Drake University’s School of Education, and Technology Consultant for the Iowa Department of Education. Dennis is on the National Science Teacher’s Association Safety Board. He previously taught science at the high school level in Kansas, Arizona, and Iowa.
--This text refers to the Paperback edition.
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1 of 1 people found the following review helpful:
5.0 out of 5 stars
constructivism approach to science,
By Manny "MSED Grad Student" (Brooklyn, NY USA) - See all my reviews
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This review is from: Teaching Science for All Children (3rd Edition) (Hardcover)
This book is great for kids and adults who are novices when it come to science. Great hands on activities and guides for those activities. It doesn't even feel like science is beeing taught. It isolates the everyday activities that we do and take for granted. It shows the science connection.
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This review is from: Teaching Science for All Children: An Inquiry Approach (5th Edition) (Paperback)
Book was in great condition and I received it in great time. I do not have any complaints what so ever!
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GREAT,
This review is from: Teaching Science for All Children: An Inquiry Approach (with MyEducationLab) (5th Edition) (Paperback)
Recieved in the time expected and in perfect condition. No questions, no issues and I'm delighted with the product. Thank you.
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