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.
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Book Description
Editorial Reviews
About the Author
Joseph Krajcik, a Professor of Science Education in the School of Education at the University of Michigan, focuses his research on re-engineering science classrooms so that students engage in solving authentic, problems through collaboration and the use of learning technologies. Professor Krajcik has authored and co-authored over 60 journal articles or chapters in books and reviews manuscripts for a number of journals. He was recently selected to be President of NARST, the National Association for Research in Science Teaching.
Charlene M. Czerniak is currently a professor at The University of Toledo. She received her Ph.D. in education from The Ohio State University. A former elementary teacher, she has authored and co-authored over 35 journal articles and reviews manuscripts for a number of journals. She has also published two chapters in books and illustrated twelve children's science education books. Professor Czerniak's areas of specialty also include professional development for elementary and middle grades teachers, science education reform, and school improvement. She was recently elected President of the School Science and Mathematics Association.
Carl F. Berger is currently Director of Academic Information Processes at the University of Michigan where he is also a Professor in the School of Education. He received his doctorate (Ed.D.) from the University of California, Berkeley where he was a research scientist from 1966 to 1971. A former junior high school and high school teacher, he was a member of the Science Curriculum Improvement Study author team. He has authored or co-authored over a dozen books. He was selected in 1979 as the outstanding teacher education in the state of Michigan and in 1996 received the Distinguished Contributions to Science Education through Research award from the National Association for Research in Science Teaching (NARST). His special interests are in how children learn science using technology, and in applications of technology in classrooms and program improvement.
Charlene M. Czerniak is currently a professor at The University of Toledo. She received her Ph.D. in education from The Ohio State University. A former elementary teacher, she has authored and co-authored over 35 journal articles and reviews manuscripts for a number of journals. She has also published two chapters in books and illustrated twelve children's science education books. Professor Czerniak's areas of specialty also include professional development for elementary and middle grades teachers, science education reform, and school improvement. She was recently elected President of the School Science and Mathematics Association.
Carl F. Berger is currently Director of Academic Information Processes at the University of Michigan where he is also a Professor in the School of Education. He received his doctorate (Ed.D.) from the University of California, Berkeley where he was a research scientist from 1966 to 1971. A former junior high school and high school teacher, he was a member of the Science Curriculum Improvement Study author team. He has authored or co-authored over a dozen books. He was selected in 1979 as the outstanding teacher education in the state of Michigan and in 1996 received the Distinguished Contributions to Science Education through Research award from the National Association for Research in Science Teaching (NARST). His special interests are in how children learn science using technology, and in applications of technology in classrooms and program improvement.
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Most Helpful Customer Reviews
1 of 1 people found the following review helpful:
3.0 out of 5 stars
Decent textbook,
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This review is from: Teaching Science in Elementary and Middle School Classrooms: A Project-Based Approach (Paperback)
This book is not what I had expected or hoped for. I am a new science teacher and I wanted ideas for lessons, labs, and projects. This was mostly about theory and the reasoning behind using projects in your classroom. I got some good background information, but it wasn't what I was looking for.
1 of 1 people found the following review helpful:
4.0 out of 5 stars
An Excellent Resource for Teachers - But Don't Try to Read it Casually!,
By Gord o' The Books "Gordon" (SE Michigan) - See all my reviews
This review is from: Teaching Science in Elementary and Middle School Classrooms: A Project-Based Approach (Paperback)
This text was required reading for the University of Michigan's Elementary MAC program three years ago, and with good reason.
It covers everything, from learning theory, to how to structure lesson plans, to room layout, to teaching teamwork and collaborative skills. It's a workbook, really. It is meant to be worked through, not read. When I finally have my own elementary classroom, I will take a year to go through the book, page by page, experimenting with the various methods, doing all of the reflective journaling assignments, once again. I do have to throw in a little irritation I have with most of these teaching textbooks: they state too much of the obvious. For instance: "Humans have always used tools to help them perform difficult tasks, both physical and intellectual." (p. 193). There are lots of "duh" comments like that, in this and every other teaching textbook I have read, as though people in the educational field believe that they're the only ones that really get things like brainstorming and group dynamics. (In fact, the business world has always been way ahead of the curve on many of these methodologies). But, I love the treatment of how to run a project-based classroom, how to teach benchmark lessons and utilize a "driving question." And the techniques addressed here are of great use in other subjects, not just Science. I recommend this book be on the shelf of every elementary and middle-school teacher.
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