Teaching Science to Every Child: Using Culture as a Starting Point (Pengajaran Sains untuk Semua Anak: Menggunakan Budaya sebagai titik Awal)
Buku ini diterbitkan pertama kali Tahun 2007 Oleh Routledge Taylor & Francis Group.
Judul: Teaching Science to Every Child: Using Culture as a Starting Point (Pengajaran Sains untuk Semua Anak: Menggunakan Budaya sebagai titik Awal)
Oleh: John Settlage, etal
Penerbit: Routledge Taylor & Francis Group
Tahun: 2007
Jumlah Halaman: 422 hal.
Pengarang:
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Lingkup Pembahasan:
Buku ini bertujuan untuk membantu Anda berbagi dalam untuk membantu siswa menjadi bersemangat dalam mempelajari sains menjadi sangat baik. Buku ini berisi informasi tentang program metode pengajaran Sains, yaitu tentang pendefinisian bagian dari filosofi pengajaran yaitu bahwa cara mengajar harus konsisten dengan harapan orang lain dalam mengajar. Urutan bab ini dimaksudkan untuk mencerminkanhal tersebut. Pada dasarnya urutan tersebut dimulai dengan ide-ide yang paling spesifik dan konkret, bergerak menuju bahan yang lebih umum dan abstrak. Informasi yang disajikan dalam beberapa bab pertama berfungsi sebagai inti. Setiap bab secara bertahap membangun informasi yang diberikan dalam bab-bab sebelumnya.
Buku ini terdiri atas 14 Bab. Bab 1 Pembentukan Komitmen untuk Pengajaran Sains, Bab 2 mengenai Memperhatikan, Menyimpulkan, dan Mengklasifikasikan: Keterampilan Dasar Proses Sains, Bab 3 Mengukur, Memprediksi, dan Berkomunikasi: Keterampilan DEasar Proses Sains, Bab 4 Pendekatan dalam Pengajaran Sains, Bab 5 Siklus Pembelajaran sebagai Model Pengajaran Sains, Bab 6 Strategi Bertanya dan Memimpin Diskusi, Bab 7 Dari Aktivitan ke – Inquiri, Bab 8 Ilmu Pengetahuan Alam, Bab 9 Dari Pelajaran untuk Unit: Kurikulum Sains, Bab 10 Mengintegrasikan Sains Dengan Subyek Lain, Bab 11 Menilai Hasil Pembelajaran Siswa dalam Pengajkaran Sains, Bab 12 Pengelolaan Kelas dalam Pembelajaran Sains, Bab 13 Teknologi Pendidikan dan Pengajaran Sains, dan Bab 14 Negosiasi Guru dan Siswa yang Berbeda-beda.
Daftar Isi:
Foreword xiii
Gloria Ladson-Billings, University of Wisconsin–Madison
Preface xxi
Acknowledgments xxxv
Chapter 1 — Forming Commitments to Science Teaching 1
Chapter Highlights 1
The Culture of Science 1
Habits of Mind . 3
Images of Teaching 5
Teaching for the Purpose of Learning 8
Science Within the School Curriculum . 9
Who Is Included Within “Science for All”? 12
Exploring the Reasons Behind Achievement Gaps 16
A Clear Sense of Culture 17
Describing a Classroom Using a Cultural Lens 22
Chapter Summary 27
Key Terms 28
A Favorite Science Lesson 29
Suggested Readings 29
References 29
Chapter 2 — Observe, Infer, and Classify: Basic Science Process Skills 31
Chapter Highlights 31
Benefits of Process Skills 32
Observing 34
Inferring 37
Classifying 41
Creating Visible Classification Systems 47
Classifying and Cultural Norms 49
Scientists’ Use of Process Skills 53
More Than Basic Science Process Skills 54
Chapter Summary 56
Key Terms 56
A Favorite Science Lesson 57
Suggested Readings 57
References 57
Chapter 3 — Measure, Predict, and Communicate: Basic Science Process Skills 59
Chapter Highlights 59
Actions of Science as Essential 60
Measuring 60
Predicting 65
Communicating 67
Process Skills With English Language Learners 73
Process Skills and Science Standards 75
The Scientific Worldview 78
Experiencing the Scientific Worldview 79
Chapter Summary 80
Key Terms 81
A Favorite Science Lesson 81
Suggested Readings 82
References 82
Chapter 4 — Approaches to Science Instruction 83
Chapter Highlights 83
A Variety of Science Teaching Approaches 84
Teaching Science Through Discovery 84
Teaching Science Through Inquiry 87
Essential Features of Classroom Inquiry 93
Teaching Approaches as Solutions to Problems 93
Conceptual Change Approach to Science Teaching 95
Discovery, Inquiry, and Conceptual Change Teaching Within Diverse Classrooms 102
English Language Learners and Approaches to Science Teaching 103
Special Needs Populations and Approaches to Science Teaching 104
Chapter Summary 106
Key Terms 107
A Favorite Science Lesson 108
Suggested Readings 108
References 108
Chapter 5 — The Learning Cycle as a Model for Science Teaching 111
Chapter Highlights 111
Models of Teaching 112
From Philosophy to Practice 118
Appropriateness for All Students 126
Extending Science to All Learners 126
Key Features of the Learning Cycle 127
Variations on the Learning Cycle 129
Special Needs Populations and the Learning Cycle 129
Connecting the Learning Cycle to the Three Science Teaching Approaches 130
A Cautionary Note 131
Chapter Summary 132
Key Terms 132
A Favorite Science Lesson 133
Suggested Readings 133
References 133
Chapter 6 — Questioning Strategies and Leading Discussions 135
Chapter Highlights 135
Behaviorism and Questioning 136
Individual Constructivism 137
Social Constructivist Learning 139
Teacher Questioning Strategies 139
How to Ask Questions 142
Responding to Student Responses 143
Classrooms Where Wait Time Is Used 144
What Kinds of Questions to Ask 145
Using Questions to Encourage Discussions 151
Creating a Discussion-Friendly Climate 151
Pulling Together the Pieces in a Diverse Classroom 154
Chapter Summary 158
Key Terms 158
A Favorite Science Lesson 159
Suggested Readings 160
References 160
Chapter 7 — From Activity to Inquiry 161
Chapter Highlights 161
The Allure of Hands-On Activities 162
Revisiting Inquiry-Based Instruction 163
Questions with a Scientific Flavor 163
Collecting Evidence 165
Generating Explanations From Evidence 168
Connecting With Scientific Knowledge 169
Justifying Claims and Explanations 171
Making the Leap From Activities to Inquiry 171
Translating Hands-On Activities Into Inquiry Lessons 175
Evaluating a Science Activity 179
Moving Toward Inquiry in Diverse Classrooms 180
Special Needs Students and Inquiry 180
Challenging English Language Learners to Apply Complex Thinking 181
Chapter Summary 182
Key Terms 183
A Favorite Science Lesson 183
Suggested Readings 184
References 184
Chapter 8 — The Nature of Science 185
Chapter Highlights 185
Explanation of the Nature of Science 186
Unpacking Students’ Ideas About the Nature of Science 187
The Empirical Aspect of Scientific Knowledge 188
The Creativity of Science and Scientific Knowledge 189
Science as a Social Enterprise 195
The Tentative Nature of Scientific Knowledge 195
Scientific Theories: The Power of Science 199
Science as a Way of Knowing 203
Nature of Science and Diverse Classrooms 205
Chapter Summary 207
Key Terms 208
A Favorite Science Lesson 208
Suggested Readings 208
References 209
Chapter 9 — From Lessons to Units: Science Curriculum 211
Chapter Highlights 211
The Source of Science Curriculum 212
Relying on Your Creativity 214
Moving Beyond Textbook Science 217
Contents of Kit-Based Curriculum 218
Three Kit-Based Science Curriculum Programs 224
What Is In and Out of Curriculum 229
Curriculum and Cultural Responsiveness 229
Evaluating Science Curriculum 232
Science Curriculum and Diverse Populations 234
Chapter Summary 235
Key Terms 236
A Favorite Science Lesson 236
Suggested Readings 237
References 237
Chapter 10 — Integrating Science With Other Subjects 239
Chapter Highlights 239
The Interest in Thematic Units 240
Integrating Science Without Diluting It 240
Themes With Concepts at Their Core 241
Language Arts at the Center of Science Learning 243
Science and Reading: A Healthy Relationship 244
Using Texts to Inform Student Explorations 246
Selecting Informational Texts 247
Using Read-Alouds Within Science Teaching 247
Reading in Diverse Classrooms 249
Selecting Appropriate Text Resources 249
Writing to Show and Writing to Learn 251
Writing Strategies Within Science Instruction 251
Concept Maps as an Alternative Form of Writing 253
Science Notebooks: Journals for Science Knowledge 257
Other Means of Inscription 260
Putting It Together in a Diverse Classroom 261
Chapter Summary 263
Key Terms 264
A Favorite Science Lesson 264
Suggested Readings 264
References 265
Chapter 11 — Assessing Students’ Science Learning 267
Chapter Highlights 267
Assessment in Broad Strokes . 268
Assessing With a Purpose 268
Types of Assessment 270
Informal Assessment 278
Aligning Assessment With the Curriculum 282
Interviewing as an Assessment Method 283
Assessment Within a Diverse Classroom 287
English Language Learners and Assessing in Science 288
Chapter Summary 289
Key Terms 290
A Favorite Science Lesson 290
Suggested Readings 290
Chapter 12 — Managing a Classroom for Science Learning 293
Chapter Highlights 293
Meeting Individual Needs 294
An Environment of Physical Safety 295
Teacher Knowledge Is the Key 300
Starting With Safety 301
Classroom Climate 302
Assessing the Classroom Environment 306
Cooperative Learning 309
English Language Learners and Managing a Productive Classroom 312
Chapter Summary 313
Key Terms 313
A Favorite Science Lesson 314
Suggested Readings 314
References 314
Chapter 13 — Educational Technology and Science Teaching 317
Chapter Highlights 317
Defining Technology 318
Technology in the Science Education Standards 319
History of Educational Technologies 319
Technology for Instruction and Education 320
Varieties of Educational Technology 320
Taxonomy of Educational Technology Practices 321
Educational Technology for Teachers and Students 326
Web-Based Technology for Learning 331
Technology for Learning—Web Free 336
Assistive Technologies 338
Contemplating the Use of Technology 339
Working Through the Technological Confusion 343
Chapter Summary 344
Key Terms 345
A Favorite Science Lesson 345
Suggested Readings 345
References 345
Chapter 14 — Teachers Negotiating Different Communities 347
Chapter Highlights 347
More Than Just Methods 348
Negotiating a Shifting Terrain 351
The Goal of Equitable Science Teaching 352
Teachers Negotiating Different Communities 357
From Ideas to Actions 359
Helping Negotiate Between Communities 364
Negotiating Your Own Communities 367
Misconceptions With Negotiating Communities 369
Realistic But Ambitious Purposes 371
Chapter Summary 371
Key Terms 372
A Favorite Science Lesson 372
Suggested Readings 373
References 373
App endi x A—How to Calculate Scores on the MCI 375
App endi x B—Skills Required for Success in Inquiry 377
Index 381
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