Sciencing (4th Edition) - Softcover

This fourth edition of Sciencing contains much new information with continued focus on "science as inquiry." The text offers preservice and inservice teachers a chance to become directly involved in a constructivist approach that is organized around the National Science Education Standards. Students are exposed to science education philosophy, direct and first-hand experience involving science equipment and materials, and science concepts. Students are encouraged to be active participants in the learning process as they acquire the specific skills and knowledge necessary for teaching elementary and middle school science. The text is organized so that students build upon prior knowledge as they gather, organize, analyze and evaluate information from completing the reading and suggested activities portions of each chapter.

TEXT STRUCTURE SUPPORTS COOPERATIVE GROUP LEARNING

Each of the twelve chapters contains an introduction, background reading material and suggested activities. The core of each chapter is a set of suggested activities arranged and designed to guide the students toward meeting the Science Teaching Standards associated with (1) The planning of inquiry-based science experiences (2) The actions needed to guide and facilitate student learning (3) The assessments made of teaching and student learning and (4) The development of environments that enable students to learn science.

Further, the textbook is based on the philosophy of student-instructor involvement. Students are encouraged to work in small cooperative learning groups to complete each activity. The instructor's role is to guide and facilitate the learning process by interacting with each small group, providing additional information and resources such as a copy of the National Science Education Standards, Benchmarks, a variety of science textbooks, selected children's literature books and inquiry-based science materials and activities. Whole class discussion and reflection are built into each chapter. Assessment tasks are included which involve the students in applying what they have learned by developing an activity file, doing mini-workshops with their peers, developing daily lesson plans and creating long term integrative units. Suggestions are made to students to and try out their ideas in actual elementary and middle school classrooms.

TEXT ORGANIZATION

Chapter 1 begins by asking readers to reflect on their own views and attitudes related to science and leads into the information presented on the nature of science and scientific knowledge. A brief overview of the nature of learning and teaching science for understanding based on the principles set forth in Benchmarks for Scientific Literacy and the National Science Education Standards and other related research efforts is also included.

Chapter 2 takes the reader on a brief trip through time to explore past events and philosophies that have shaped and reshaped science education. The questions, "What can we learn from the past?" and "How does the past impact on the future?" are explored. Readers are given the opportunity to use the past to build links to their present teaching ideas. They are also encouraged to form expectations about their future roles in the teaching and learning of science. These reflections will lead them into the next two chapters as they seek information about effective teaching and learning practices.

Chapter 3 discusses planning, organizing and managing inquiry-based science experiences, students, curricular materials, and the science learning environment. The importance of considering students' individual learning characteristics, as well as typical developmental characteristics in planning science experiences is stressed along with selecting science experiences that match with students' cognitive capacity. The reader is also presented with the idea that the science curriculum should be seen as the total experience students have while in school and not be limited to "the textbook." Several different science programs and textbook series are presented and assessment criteria are provided for students to use in determining how well each one supports students' achievement of the learning goals recommended in Benchmarks for Scientific Literacy and The National Science Education Standards. Some important features for teachers to consider when selecting children's books with a science theme are presented as part of an assessment instrument in this chapter. Chapter 3 also provides background reading and activities to help the reader develop ideas about arranging the learning environment to encourage self-directed, responsible student behavior and to support students' efforts as they engage in inquiry-based science learning. Several ways to extend the classroom beyond the four walls are discussed along with some safety issues associated with active science investigations.

A variety of research-based and experience-tested strategies, techniques and methods used to guide and facilitate active science learning are examined in Chapter 4. Chapter 4 also engages students in activities that are designed to expand their pedagogical content knowledge. They learn how learning theory has influenced science instruction. The impact of Piaget and Vygotsky on the strategies, techniques and methods that teachers use to guide and facilitate active science learning are examined. The constructivist approach is looked at as well as Gardner's multiple intelligence theory and brain research. The complex issues of equity, students with disabilities and gifted students are also discussed. Chapter 4 also includes information and guidelines for science integrative unit designs that help meet the goals set forth for science instruction in Benchmarks for Scientific Literacy and the National Science Education Standards.

The benefits of using instructional technology in meeting the needs of students and promoting increased student performance and learning is the focus of Chapter 5. The readers are given many opportunities through the suggested activities to gain insights into the effective use of instructional technology in the classroom. Through suggested activities they are asked to reflect on the ways instructional technology has redefined the way we teach science and how it is transforming the local classroom into a global classroom. Chapters 6 and 7 examine the multiple roles of assessment in inquiry based classrooms. Authentic assessment is described, explained, and compared to traditional testing methods. Concerns are discussed that teachers must be aware of as they begin to use authentic assessment strategies. A wide variety of assessment tools are presented for readers. Both the benefits and concerns of each are discussed.

Chapters 8-11 focus on content areas identified in the National Science Education Standards. The four content areas examined include physical science, life science, earth/space science, and science and technology. Each area is summarized, concepts identified and activities provided to engage readers in actual construction of content and pedagogical knowledge. By completing the suggested activities in these chapters, readers will have a collection of activities representing each of the four content areas included and have worked with others to present their ideas for using selected activities with elementary and middle school students.

Chapter 12 is designed to involve the readers in a personal assessment. They are encouraged to build upon their present knowledge as they continue to gain further insights, refine their thinking and build a deeper understanding of the content as well as the pedagogical knowledge related to science teaching and learning. The final activity in Chapter 12 involves preparing a personal Sciencing action plan in which the readers identify specific actions that will be taken to continue progress toward becoming an effective science teacher.

ACKNOWLEDGMENTS

I wish to thank my students at Central Michigan University who have contributed their time and energy to provide valuable suggestions during the preparation of the fourth edition. I am also indebted to the teachers and students in the Mt. Pleasant Public Schools who made significant contributions to the text. I want to express my admiration and gratitude to my colleagues Dr. Lorraine Berak, Dr. Ray Francis and Dr. Lee Rose, who researched and wrote four of the chapters for this edition. Without their dedication and support, this edition would not have been possible.

I also want to recognize and thank Mary Irvin, the Senior Production Editor at Pearson Education for her watchful eye over the production process. I must offer Linda Ashe Montgomery, my editor at Merrily my deepest thanks for her encouragement, interest, and helpful suggestions during the entire revision process. Thanks also go to Lea Baranowski at Carlisle Publishers Services for all of the help provided in the long phone calls during the final editing process.

Finally, I want to thank my son, Jeff who graduates from high school this year, for his support and understanding of the many long hours that were necessary to complete this fourth edition.