Book annotations by categories:
by Rebecca A. Martusewicz, Jeff Edmundson, & John Lupinacci. 275 pages.
Describes a model for cultural ecological analysis and a pedagogy of responsibility for teachers, teacher educators, and scholars with its theory and classroom practices to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing.
Chapter 1: Introduction: The Purposes of Education in an Age of Ecological Crises and Worldwide Insecurities;
Chapter 2: Rethinking Diversity and Democracy for Sustainable Communities;
Chapter 3: Cultural Foundations of the Crisis: A Cultural/Ecological Analysis;
Chapter 4: Learning Anthropocentrism: An EcoJustice Approach to Human Supremacy and Education;
Chapter 5: Learning Androcentrism: An EcoJustice Approach to Gender and Education;
Chapter 6: Learning our Place in the Social Hierarchy: An EcoJustice Approach to Class Inequality and Impoverishment;
Chapter 7: Learning Racism: An EcoJustice Approach to Racial Inequality, co-authored by Gary Schnakenberg;
Chapter 8: Learning about Globalization: Education, Enclosures, and Resistance;
Chapter 9: Learning from Indigenous Communities;
Chapter 10: Teaching for the Commons: Educating for Diverse, Democratic, and Sustainable Communities
If you have wondered why it has become so popular for people to reject scientific ideas and the benefits they provide, then this groundbreaking and fascinating book provides insight.
Shawn Otto investigaes and describes the rises and falls of science over the centuries and more importantly, for us, the decline of fact based scientific reasoning the last few decades.
Shawn describes how many Americans have become antiscience. More importantly among them are politicians, business owners, investors, industrial leaders, journalists, and scientists themselves.
His careful research and insightful descriptions to counter misconceptions on: radiation, GMO's, vaccinations, climate, and much more can help us understand how people's misconceptions and fears can be exploited to manipulate them and lead them to deny good science.
Science, which is necessary to know how to use facts in a scientific manner to make better decisions than decisions made based on emotions and nonsense.
Decisions that are based on reproducible verifiable facts and scientific reasoning; that are communicated in a manner to help people overcome their fears, created with misconceptions, and replace them with sound, fact based, scientifically reasoned explanations in a manner they can understand and be able to confidently accept and act on repeatedly for theirs and others benefits.
The author describes how this might be achieved so we might again have greater confidence in using science to make decisions that will benefit our children and grandchildren and sustain a habitable Earth.
by Robert M. Sapolsky, 717 pages.
Behave moves from the discussion of single events, genetic, past experience, parenting, ... to a more comprehensive explanation of human behavior. Supported by recent research from many areas: genetics, neuroscience, brain, chemistry, and biology, Robert Sapolsky explores: How much free will we have to make decisions? How is it we can we make very good decisions at times and very bad decisions at times?
His explanations are intricate. We don't just accept or reject a behavior. Like violence, we reject in certain situations and embrace in others. His explanations go beyond simple explanations to consider behaviors as having multiple levels of causality embeded in multiple areas of our brain that reference past and present experiences.
Robert summarizes some main ideas in this TED talk
by Susan J. Kovalik and Karen D. Olsen. 717 pages.
Suggested for those that want to review or explore the big ideas of how science literacy can be facilitated in K-6. It is right on about how science and school instruction can motivate and meet the needs of students through real world exploration. It is short on examples on how those important ideas can be implemented in planning and in the classroom.
by Anton E. Lawson.
Suggested for those that want to focus on inquiry science. The following questions are explored: What is science? Why teach science? What is the nature of scientific knowledge? How do scientists construct knowledge? How do people develop effective reasoning patterns? What teaching methods best facilitate scientific knowledge acquisition?
by Stanistaw D. Glazek & Seymour B. Sarason.
Suggested for those who don't believe they can learn science or science is too complicated for most students. The authors argue the main problem with science education in the United States is - it lacks substance and consequently is of little value to students. Their solution - science needs to be comprehensive enough to create productive learning. The first chapters present a convincing argument of this philosophical idea and later chapters include instructional dialog that demonstrates how ideas of Einstein's Relativity Theory can be understood by all.
by Janet McNaughton.
Suggested to read aloud to fifth grade and up to discuss what is science, how do people use it, what do students need to know and do to understand and use it, and how likely is the future described in the the book?
Support for professional reflection on the text - focus topics and ideas
Selected Resources to Support Professional Science Educators
|Bruce Watson and Richard Konicek||1990||Teaching for Conceptual Change: Confronting Children''s Esperience||Article||Great fourth grade teachers story about her experience with students and heat.||Kappan May 1990 full text||Five stars|
|Ellen Doris||1991||Doing What Scientists Do: Children Learn to Investigate Their World||Book||Using children's drawings and notes to develop science and language abilities. Many annotated examples of students exploring their world as scientists and examples of their notebooks from K-6 grade. Topics in clude creating an environment for science, first class meeting, extending science work, interpreting children's work, making change...||Portsmouth, New Hampshire: Heinemann||Five stars|
|Braund, Martin.||1998||Trends in children's concepts of vertebrate and invertebrate.||Article||Journal of Biological Education, Summer 98, Vol. 32, Issue 2, p 112, 7p||No Rating|
|Costa, Nilza; Marques,Luis; Kempa, Richard.||2000||Science Teacher's Awareness of Findings from Education Research.||Article||Teachers misconceptions on students learning science, survey included.||Research in Science & Technological Education, May 2000, Vol. 18 Issue 1 p 37, 8p.||Three stars|
|Culen, Gerald.; Volk, Trudi L.||2000||Effects of an Extended Case Study on Environmental Behavior and Associated Variables in Seventh and Eighth-Grade Students.||Article||Journal of Environmental Education, Winter 2000, Vol 31 Issue 2, p9, 7p, 7 charts|
|Griffiths, Allan K.; Thompson, Jeffrey.||1993||Secondary school students' understanding of scientific processes: An interview study.||Article||Great discussion on hypothesizing and variables||Research in Science & technology education. Vol. 11 Issue 1, p15-27.||Five stars|
|Henderson, Garry.||1999||Learning with Diagrams.||Article||Most science teachers use diagrams without consideration as to how students may or may not understand them. Schollum (1983) found six distinct ways arrows are used.||Australian Science Teachers Journal. Jun99, Vol. 45 Issue 2, p17-26.||Three stars|
|Luft, Julie A.||1999||The Border Crossings of a Multicultural Science Education Enthusiast.||Article||Article is about Julie a preservice teacher and her reflections on crossing the borders of Hispanic and traditional/constructivist methods. Transition between cultures depends on the values, beliefs, and actions that are inconsistent with the cultures. Strong beliefs are difficult to change and there may be borders that should or should not be crossed.||School Science & Mathematics, Nov99, Vol. 99 Issue 7 p380-389.||Three stars|
|Morrone, Michhele; Karen Mancl, and Kathleen Carr.||2001||Development of a Metric to Test Group Differences in Ecological Knowledge as One Component of Environmental Literacy.||Article||Excellent source of concepts and misconception for environmental literacy||The Journal of Environmental Education. 2001, Vol 32 No. 4 33-42.||Four stars|
|Plants as Producers: A Case Study of Elementary Science Teaching.||Article||Problems teacher had in getting students to change their misconceptions about seeds germination and plants photosynthesis. Use of SCIS curriculum and even a very good teacher could not achieve change since the teacher did not concentrate on what the students were thinking and how to use POE or another strategy to create cognitive dissonance.||Journal of Research in Science Teaching. (Read? Seems good).||Four stars|
|Pyle, E. J. & Ankin-Moffatt||1999||The effects of visually-enhanced instructional environments on students' conceptual growth.||Article||Images have shown their value as assessment tools in communicating students' learning (Peterson, 1997). And conceptual change (Koballa & Pyle, 1996). Paivio (1971) described learning in terms of dual coding theory, in which verbal and image-based information are coded in separate interrelated processes.||(March 1999). Electronic Journal of Science Education. 3,3 (1-17).||Four stars|
|Salmon, Jeffrey.||2000||Are We Building Environmental Literacy?||Article||Journal of Environmental Education, summer 2000, Vol 31 Issue 4, p4 7p.||Three stars|
|Wise, Kevin C.||1996||Strategies for Teaching Science: What Works?||Article||Inquiry strategies are preferable to traditional teaching for middle and secondary school science instruction. Discusses inquiry defined by eight categories. Based on an initial study of 12 (Wise and Okey 1983, 1985)||Clearing House, Jul/Aug96, Vol. 69 Issue 6, p337-339||Three stars|
|Duckworth, Eleanor||1996||The Having of Wonderful Ideas and Other Essays on Teaching and Learning||Book||A collection of essays on teaching and learning. Language, a child's way of knowing and thinking, the virtues of not knowing, teaching as research, and more. It has some great ideas and stories. For those that like to learn by listening to stories.||Second edition New York, NY: Teacher's College Press.||Four stars|
|F. James Rutherford & Andrew Ahlgren||1989||Science For All Americans||Book||Excellent Describes science literacy for high school graduates. Comprehensive list of big ideas of science and related concepts for a multidimensional view of science.||New York: Oxford University Press||Five stars|
|Leslie Hamilton||1998||Child's Play in Nature||Book||Science nature activities||New York: The Berkley Publishing Group||Four stars|
|Barbara Bourne Ed. D.||2000||Taking Inquiry Outdoors||Book||New York: Stenhouse Publishers||Three stars|
|Wentworth, Couchman; MacBean, & Stecher||1976||Mapping Small Places||Book||Excellent activities for mapping and developing relative position and motion concepts||Toronto: Holt, Rinehart & Winston of Canada||Five stars|
|Harlen, Wynne||2001||Primary Science:Taking the Plunge||Book||Comprehensive for the length and very encouraging for those that may be a bit reluctant to teach science. Why science?, bring children and science together, the right questions at the right time, helping children ask and answer questions, helping children investigate, assessing learning...||Portsmouth, NH: Heinemann||Five stars|
|Osborne, R., & Freyberg, P.||1989||Learning in science: The Implication of Children's Science||Book||The publishing date seems to indicate that it might be dated. Not necessarily. This book was so far ahead of mainstream education in the US. that mainstream may be starting to catch up. Definitely a historical text that discusses children's science. Children's ideas, inquiry, child development, discrepancies, learning cycle, generative learning, and teaching science.||Five stars|
|Lawrence F. Lowery Ed. Arlington VI: National Academy Press.||1996||NSTA Pathways for the Science Standards: Elementary School Edition||Book||A practicle guide of how to put the vision of the standards into professional practice through professional development, assessment, program and system standards with an emphasis on the Elementary School Standards.||Arlington VI: National Academy Press.||Five stars|
|Lawrence F. Lowery Ed. Arlington VI: National Academy Press.||1996||NSTA Pathways for the Science Standards: Middle School Edition||Book||A practicle guide of how to put the vision of the standards into professional practice through professional development, assessment, program and system standards with an emphasis on the Middle School Standards.||Arlington VI: National Academy Press.||Five stars|
|Marek, E. A. & Ann M. L. Cavallo||1997||The Learning Cycle: Elementary School Science and Beyond. Revised edition||Book||First edition: Renner, J. W. & Marek, E. A. (1988). The learning cycle and elementary school science teaching. Historical significance.||Portsmouth, New Hampshire: Heinemann||Five stars|
|1996||National Science Education Standards||Book||Also available on line.||Washington DC: National Academy Press.||Five stars|
|Reddy, Maureen; Jacobs, Patty; McCrohon, Caryn; & Herrenkohl, Leslie Rupert||1998||Creating Scientific Communities in the Elementary Classroom||Book||Importance of communication, talking, writing, scientific attitudes/habits of mind, journals, and learning community, active cooperative classroom, communication, talk journals. making connections, assessment...||Portsmouth, New Hampshire: Heinemann||Four stars|
|Atkinson, Sue & Marilyn Fleer.||1995||Science with Reason||Book||Articles on teaching and learning science, developing teaching strategies, teacher's stories about their teaching which includes 11 different different stories on 11 different topics, practical approache to get started, organizing, policy, assessment, getting better with investigations.||Five stars|
|Project 2061||2001||Atlas of Science Literacy||Book||Developmental maps for science, mathematics, and technology concepts. Also available on the inernet see science links.||Washington DC: American Association for the Advancement of Science National Science Teachers Association, co-Publishers||Five stars|
|Project 2061||1993||Benchmarks for Science Literacy||Book||Concepts for science, mathematics, and technology for grades K-2, 3-5, 6-8, 9-12. Also available on the inernet see science links.||New York, NY: Oxford University Press: American Association for the Advancement of Science||Five stars|
|Commission on Science Education by the American Association for the Advancement of Science||1974||Science- A Process Approach (Commentary for teachers)||Book||Excellent source for science processes. What are they and activities to match. Historical significance.||AAAS/Xerox Corporation||Five stars|
|Brian Campbell and Lori Fulton||2003||Science Notebooks: Writing about Inquiry||Book||Role of the teacher, elements of a science notebook, signs of student progress, examples of how scientists use notebooks, and connections to conteent, inquiry, processes, literacy, communication, and English L. A. Standards.||Portsmouth, New Hampshire: Heinemann||Five stars|
|Ebenezer, Jazlin, V. & Sylvia Connor||1998||Learning to Teach Science: A Model for the 21st Century||Book||Undergraduate Textbook. Some great ideas for a constructivist approach to teaching science. Commonknowledge constructivist learning model and Vee diagrams...||Columbus, OH: Merrill, an imprint of Prentice Hall||Four stars|
|Hall, Jody S.; Callahan, Carol; Kitchel, Helen; Pierce, Patricia; & O'Brien, Pedie||1998||Organizing Wonder: Making Inquiry Science Work in the Elementary School||Book||How to do inquiry in the elementary school. Collection of essays on children as scientists, inquiring, teacher reflection and communication, activities on waves, motion, light, and moving from exploration to investigation.||Portsmouth, NH: Heinemann
|Gabel, Dorothy. (ed.)||1995||Handbook of Research on Science Teaching and Learning||Book||Five stars for research not fiction...
||New York, NY: Macmillan Publishing Company||Five stars|
|Gabel, Dorothy. (ed.)||1989||What Research Say to the Science Teacher: Problem solving||Book||Washington DC: National Science Teachers Association.||Five stars|
|Friedl, Alfred||1991||Teaching Science to Children: An Integrated Approach. Several editions||Book||Excellent source of science activities in all editions.||New York, NY: McGraw-Hill, Inc.||Five stars|
|Karen Ostlund||1992||Assessing Science Process Skills||Book||Also newer edition||Reading, Massachusetts: Addison-Wesley Publishing Company||Four stars|
|Harlan, Jean||2000||Science Experiences for the Early Childhood Years. (several editions)||Book||Excellent early childhood science focus. Includes many activities and examples of their use.||NY: Macmillan||Five stars|
|Donna E. Alvermann Department of Reading Education University of Georgia||Multiliteracies and Self-Questioning in the Service of Science Learning||Online||The title says it all
Can multimedia and technology help students ask better questions and increase science learning/ literacy?
|Christine Chaille and Lory Britain||2003||The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education||Book||Four stars|
|Justin G. Lonsbury and James D. Ellis||2002||Science History as a Means to Teach Nature of Science Concepts:
Using the Development of Understanding Related to Mechanisms of Inheritance
|Online||Good discussion on the nature of science and science literacy.
Presents a very good case for inclusion of history of science as part of curriculum and suggestions on concerns.
|Electronic Journal of Science Education Vol. 7, No. 2, Dec. 2002||Five stars|
|Jennifer Cartier, John Rudolph, and Jim Stewart||2001||The Nature and Structure of Scientific Models||Online||Modeling for Understanding in Science Education (MUSE) is a collaborative project of university researchers, high school teachers, and students. The educational units found here are based on several years of research at a local high school. Each of these units contains extensive information and materials for use in middle school and/or high school classrooms.||NCISLA Wisconsin Center for Education Research School of Education, University of Wisconsin Madison 1025 West Johnson St. Madison, WI 53706
Phone: (608) 263-3605 E-mail: email@example.com Web site: http://www.wcer.wisc.edu/ncisla
|Tina A. Grotzer and David N. Perkins||2000||A Taxonomy of Causal Models: The Conceptual Leaps
Between Models and Students Reflections on Them
|Online||Very good discussion with numerous examples on causes that effect students' conceptualization of science concepts and suggests a taxonomy for them.||Presented at the National Association of Research
in Science Teaching (NARST)
New Orleans, April 28- May 1, 2000
|Tina A. Grotzer and Margot Sudbury||2000||Moving Beyond Underlying Linear Causal
Models of Electrical Circuits
|Online||Very good discussion with examples on causes that effect students' construction of science models of electrical circuits.
Supports - Osborne, R., & Freyberg, P. and others studies.
|Presented at the National Association of Research
in Science Teaching (NARST)
New Orleans, April 28- May 1, 2000
|David N. Perkins and Tina A. Grotzer||2001||Models and Moves: The Role of Causal and Epistemic Complexity in Students Understanding of Science||Online||The authors argue that science instruction hardly ever stands back to examine the general styles of modeling that figure in various particular theories. Students who catch on to such styles do so on their own, by and large. This situation, we propose, lies at the heart of students problems of understanding science. As students progress through the years, they encounter a wide range of science concepts involving styles of modeling increasingly removed from common sense and everyday experience.
Don't let the abstract freak you out. Great article to develop strategies to help student think about scientific explanations.
Great tables on the dimensions of complexity in models
|Tina Grotzer and Belinda Bell||2001||Negotiating the Funnel: Guiding Students Toward Understanding Elusive
|Online|| There are topics, such as force and motion, the nature of matter, and probability, that most students just don t seem to understand deeply. Some might do all right on multiple choice tests, but as soon as a question scratches the surface, they don t know how to answer it. Or they say the same kinds of things that they said before we studied the topic.
This article discusses how to teach for deep and generative understanding and what it requires that teachers attend to for these seemingly elusive concepts.
|Tina A. Grotzer||2000||How Conceptual Leaps in Understanding the Nature of Causality Can
Limit Learning: An Example from Electrical Circuits
|Online||Research on traditional bulb and battery circuit for conceptual understanding.
Supports Osborne, R., & Freyberg, P.
|Belinda B. Basca and Tina A. Grotzer||2001||Focusing on the Nature of Causality in a Unit on Pressure:
How does it Affect Student Understanding?
|Online||Apply David N. Perkins and Tina A. Grotzer model of causality to students' pressure conceptualization:
1. Students reason using obvious variables rather than considering nonobvious
variables when determining the causes of pressure-related events.
2. Students reason linearly rather than systemically when thinking about
3. Students often think of pressure as a directional quantity, pushing down on
things, rather than existing in an omni-directional fashion.
4. Students often use the terms pressure and force interchangeably.
|President and Fellows of Harvard College, Understandings of Consequence Project||2002||Causal Patterns in Ecosystems: Lessons to Infuse into Ecosystems Units to Enable Deeper Understanding||Online||Understanding ecosystem relationships as scientists do involves reasoning about forms of cause and effect that most students are unfamiliar with. Students typically reason using simple linear cause and effect, where one thing directly makes another thing happen. However, understanding ecosystems involves more complex patterns of causality. This module introduces domino, cyclic, and two-way patterns of causality.||http://pzweb.harvard.edu/ucp/curriculum/ecosystems/index.htm||Five stars|
|Flick, L., & Bell, R.||2000||Preparing Tomorrow's Science Teachers to Use Technology: Guidelines for Science Educators||Online||Discusses:
1. Technology should be introduced in the context of science content.
2. Technology should address worthwhile science with appropriate pedagogy.
3. Technology instruction in science should take advantage of the unique features of technology.
4. Technology should make scientific views more accessible.
5. Technology instruction should develop students' understanding of the relationship between technology and science.
|Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.||Five stars|
|Shiang-Yao Liu & Norman G. Lederman||2002||TAIWANESE GIFTED STUDENTS' VIEWS OF NATURE OF SCIENCE||Article||School Science & Mathematics, Mar2002, Vol. 102 Issue 3, p114, 10p.||Four stars|
|Michael Brooks||2000||FOOLED AGAIN||http://www.newscientist.com.
New Scientist , Dec 9, 2000 v168 i2268 p24
|Olaf Jorgenson, Jackie Cleveland, and Rick Vanosdall||2004||Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction.||Online||pdf file
permission to use for classroom instruction
activities and instructional suggestions
|NSTA press Arlington Virginia
|Cynthia E. Ledbetter||Levels of Inquiry||inquiry learning cycle bloom's taxonomy to rate student level of learning.||Three stars|
|NSTA||NSTA National Standards||Online||.pdf file online at NSTA.org||Five stars|
|Alec M. Bodzin & Karen M. Beerer||2003||Promoting inquiry-based science instruction: the validation of the Science Teacher Inquiry Rubric (STIR).||Article||Research based application of inquiry with a six part rubric to evaluate science instruction for inquiry||Journal of Elementary Science Education, Fall 2003 v15 i2 p39(11)||Five stars|
|2003||Science Education Reform in Rural America: A Snapshot||Online||Education Development Center
good for grants or developing an arguement for how rural students are being short changed in science
|Center for Science Education, EDC||Four stars|
|James J. Watters; Carmel M. Diezmann; Susan J. Grieshaber; Julie M. Davis||2001||Enhancing science education for young children : A contemporary initiative||Article||This paper describes a professional development initiative which enhances teachers' understanding of science concepts, and supports their teaching of the subject. The workshops adopted a `child-centred' approach that was scaffolded by teacher educators. Thus, the teachers' learning paralleled those exemplary experiences advocated for children.||Australian Journal of Early Childhood , June 2001 v26 i2 p1||Five stars|
|David A. Heflich; Juli K. Dixon; Kathleen S. Davis||2001||The Authentic Integration of Mathematics and Technology in Inquiry-Based Science Instruction||Article||Journal of Computers in Mathematics and Science Teaching , Spring 2001 v20 i1 p99||Four stars|
|Alan Colburn||2000||Constructivism: Science Education's "Grand Unifying Theory".||Article||Good discussion on constructivism
||The Clearing House, Sept 2000 v74 i1 p9||Four stars|
|Kathryn Kelsey & Ashley Steel||2001||The Truth about Science: A Curriculum for Developing Young Scientists||Online||Middle school hands-on activities whith student-designed research projects to develop thinking and research skills used by scientists. The approach integrates creative thinking, critical thinking, problem solving, reading, writing, and mathematics.||NSTA press
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