Bloom Creating a Classroom Community of Young Scientists

2. Auflage 2006
ISBN: 978-1-135-43727-5
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 484 Seiten

Creating a Classroom Community of Young Scientists helps teachers - both pre-service and in-service - to develop exciting science programs in their classrooms. This book provides the groundwork for designing and implementing a science program that takes into account the latest research in teaching and learning. It provides an approach that will capture children's imaginations, stimulate their curiosity and create a strong foundation for their continued interest in, and appreciation of, science and the world in which they live. The book is designed to be user-friendly, and offers an approach to teaching science that is exciting for teachers as well.

This thoroughly revised, second edition focuses on making inquiry more explicit both in terms of the process of inquiry and teaching in ways that capitalize on children's curiosity and questions. New material has also been added on U.S. and Canadian science standards, as well as professional standards for teachers.

Autoren/Hrsg.

Bloom, Jeffrey W.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Part 1. Getting Started
Introduction
1.1 Beginning the journey
1.2 Philosophy and theoretical framework
1.3 Goals and emphases
1.4 How to use this book
1.5 Some questions to consider
1.6 Two quotes to think about
2 Initial Explorations
2.1 Pond water investigation
2.2 Investigating earthworms
2.3 Nature walk
2.4 Moon study
2.5 Exploring light, lenses, and mirrors
2.6 Summary
Part II. Teaching Science for Children's Meaningful Learning
3 Nature of Science
3.1 Introduction
3.2 Views of science: Scientists and thinkers about science
3.3 Activities
3.4 Examples of children's ideas
3.5 Summary
4 Children's Learning and Sense-Making
4.1 Constructivism
4.2 Social constructivism
4.3 Contexts of meaning
4.4 Categorization
4.5 Play
4.6 Complex learning
4.7 Summary of implications for teaching
5 Children's Talk
5.1 The traditional approach to classroom discussions
5.2 An alternative approach to classroom discussions
5.3 An example of a classroom argument
5.4 Extending our understandings of how to work with children's discussions
6 Teaching and Learning through Inquiry
6.1 Types of questions and inquiry
6.2 Patterns of inquiry in the classroom
6.3 A cycle of inquiry
6.4 Observational studies
6.5 Experimental studies
6.6 Inquiry and learning
7 Assessing Children's Learning, Thinking, and Talk
7.1 Establishing goals
7.2 Some necessary background
7.3 The purpose of assessment
7.4 Some approaches to assessment
7.5 Observations and performance assessment
7.6 What to look for and keeping track
7.7 Additional issues of assessment as driven by curricular documents and national standards
7.8 A final activity
8 Planning and Implementing Instruction
8.1 Some basic guidelines and principles to consider
8.2 How and where to start
8.3 A simple model of planning - E-7
8.4 Instructional plans
8.5 Alternative sequencing for a restricted curriculum situation
8.6 Taking into account children's ability levels (.but not selling them short!)
8.7 Teaching and working with children: Implementing instruction
8.8 Some example unit topics and themes
8.9 Yearly planning
9 Classroom as Community of Young Scientists
9.1 Developing the classroom as a community of learners, inquirers, and young scientists
9.2 Establishing a classroom community
9.3 Setting up your classroom
9.4 Working with children
9.5 Working with parents and the extended community
6.6 Working with yourself
10 Reflective Practice
10.1 Background to professional thinking and learning
10.2 An overview of reflection
10.3 Working with yourself
10.4 The focus of reflection
10.5 Reflection examples and activities
10.6 Dilemmas
11 Where to Go From Here: Participating in the Professional Community
11.1 Participating in the professional community
11.2 Continuing to learn about science
11.3 Continuing your professional development
Part III. Appendices
A Safety
A.1 Physical safety
A.2 Personal, psychological, and social safety
B United States Science Education Standards
C Canadian Science Education Standards
D Learning and Teaching for Complexity
D.1 Systems
D.2 Patterns, metapatterns, and other broadly connecting concepts
D.3 Teaching and learning for complex understandings
E More On Planning - Curriculum Units
E.1 More planning tools
E.2 Sample curriculum unit ideas
F Field Studies
F.1 Types of field studies
F.2 Planning an extended field study
F.3 Summary
G Sample Activities
G.1 Structures
G.2 Marble collisions
G.3 Pendulums
G.4 Balancing act
G.5 Batteries and bulbs
G.6 Construct a boat to hold a specific cargo
G.7 Forest or open field study
G.8 Exploring metapatterns
G.9 Challengers - Jumping into what scientists experience
H Data Collection and Analysis Techniques
H.1 Background
H.2 Collecting data
H.3 Analyzing data
H.4 Formulas and conversions
H.5 Summary
I Science Techniques
I.1 Collecting and keeping organisms
I.2 Science techniques and procedures
I.3 Science equipment and measurement
J Technology
J.1 Computers and the Internet
J.2 Photography
J.3 Video
J.4 Audio
J.5 Laboratory probeware
J.6 Other science equipment
K Equipment, Supplies, and Materials
K.1 Basic science equipment and materials for the classroom
K.2 Sources of science supplies and equipment
L Professional Resources
L.1 Professional organizations
L.2 Science-related organizations
L.3 Internet resources by science topic or resource
L.4 Teacher professional journals and children's magazines
L.5 Books for teachers

Über Autor(innen)

Jeff Bloom is Professor, Department of Teaching and Learning at Northern Arizona University.