Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
"This book is a must read for all teachers, pre–service to decades of experience; of all age groups, from elementary school to college; and for those even thinking about becoming a science teacher. It is, simply put, the best, most informative teaching science instructional resource available. I have been looking for a book like this for years, and now I can happily say, definitively, this is it." — National Science Teachers Association
"This book [is] useful to educational technology and curriculum and instruction scholars and specialists because it includes reviews of historical and contemporary research…. The thoughtful overview of literature, science pedagogy, KI patterns, and classroom examples of information technology may help designers, who lack teaching experience, understand classroom dynamics and best practices." — Teachers College Record
"This book is a good source for graduate students, teachers, researchers and curriculum designers to reflect and construct a different educational environment in the classroom that is conductive toward an exploration of the ‘wonder of science’." — Science & Education Journal