Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught.
Re-thinking the Way We Teach Science addresses major themes in national reform documents and movements--how to place students at the center of what happens in the classroom; how to shift the focus from giving answers to building arguments; how to move beyond narrow disciplinary boundaries to integrated explorations of ideas and issues that connect directly with students; and most especially, the importance of engaging students in discussions of an interactive and explanatory character. Deeply anchored in the classroom, highly interactive, and relevant across grade levels and subject matter, above all this is a book about choosing to place the authority of reason over that of right answers.
Chapter One: On Wonder
Interlude: A Note on City Schools
Chapter Two: On the Shift from Answers to Arguments
Interlude: On the Differences between "What?" and "So what?"
Chapter Three: On the Logic of the Classroom
Interlude: The History of Greece
Chapter Four: Inquiry as Re-Construction
Interlude: Peter Rabbit and Plato
Chapter Five: What Do We Teach When We don’t Teach the Answer?
Interlude: Uncovering the Gods
Chapter Six: On Story
Interlude: Why it’s a Good idea to Smack your Lips When the Lord of the Manor is Around.
Chapter Seven: STEM –a Promethean Program
Interlude: Taking Measure of Things.
Chapter Eight: On the Politics of Learning
Last Interlude: Let the Kids have the Last Word
The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.
International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.
Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to: