Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills - Softcover

Über die Autorin bzw. den Autor

Eugene L. Chiappetta is a professor of science education in the Department of Curriculum and Instruction at the University

of Houston. Dr. Chiappetta holds a bachelor’s degree in Biology from Allegheny College and master’s degree in General

Science, and a Ph.D. in Science Education from Syracuse University. He has coauthored many textbook analysis research

studies, using the nature of science as a framework. Recently, a recipient of the National Association for Research in Science

Teaching Paper Award for Examination of Science Textbook Analysis Research Conducted on Textbooks Published over the Past

100 Years in the United States, The “Skoog Cup” for Significant Contributions and Leadership in the Development of

Quality Science Education in Texas, and “Teaching Excellence” Award in the College of Education. Professor Chiappetta

teaches undergraduate and graduate courses in science education and has coordinated teacher certification and science

education programs for over three decades.

 Thomas R. Koballa, Jr. is a professor of science education in the Department of Mathematics and Science Education at

the University of Georgia. Dr. Koballa holds a bachelor’s degree in Biology and master’s degree in Science Education from

East Carolina University, and a Ph.D. in Curriculum and Instruction from the Pennsylvania State University. He is past

president of the National Association for Research in Science Teaching and the recipient of the Association of Science

Teacher Education’s Outstanding Mentoring Award. He teaches undergraduate and graduate classes in science education

and has authored or coauthored more than 50 journal articles and chapters. His current research foci include science

teacher learning and mentoring. 

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Provides you with the fundamental knowledge and skills you need to plan and teach middle and secondary science!

Teacher candidates and novice teachers will find this textbook an invaluable tool to help them understand and enact the basics of science teaching and learning. Numerous application exercises, science teaching vignettes, and other pedagogical features encourage readers to apply what they learn and to reflect critically on the implications for classroom practice.

Organization of the Text:

• Six introductory chapters in Part I focus on the basic functions of science teaching: purpose, planning, assessing, teaching, and managing.
• Part II presents essential information on the diverse adolescent learners teachers will encounter in their classrooms, and relevant learning theories.
• Strategies for teaching science through inquiry in middle and secondary schools are covered in Part III.

New to This Edition:

• Revised vignettes open each of the six introductory chapters and serve as advanced organizers of the chapter while focusing on the basic functions of science teaching: purpose, planning, assessing, teaching, and managing.
• Chapter content is correlated with the NSTA/NCATE 2003 Professional Standards for Science Teacher Preparation ,helping novice teachers more effectively plan their instruction by showing the connections between content and standards.
• Backwards design strategies have been added to guide the discussion of instructional planning.
• Beginning Science Teacher s Checklist is introduced to help new teachers evaluate lesson assessment practices.
• Coverage of Differentiated Instruction suggests ways teachers can address the diverse learning needs of today s students.
• Emphasis is placed on the use of Technological Tools of Science Learning ,such as computer data collection, probe-ware, and graphing calculators, and their use in student investigations.
• Learning through talk and argumentation is addressed within the context of science teaching.