Rethinking the Way We Teach Science

The Interplay of Content, Pedagogy, and the Nature of Science

By Louis Rosenblatt

© 2011 – Routledge

176 pages

Purchasing Options:
Paperback: 9780415877343
pub: 2010-11-07
US Dollars$45.95
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Hardback: 9780415877336
pub: 2010-11-09
US Dollars$155.00
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e–Inspection Copy

About the Book

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.

Table of Contents

Contents

Preface

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

About the Author

Lou Rosenblatt is a teacher with over 30 years of experience, chiefly at The Park School, but also at The Baltimore Freedom Academy, Johns Hopkins University, The University of Leeds, and Gallaudet College. He is a consultant with TIES, having worked chiefly with Baltimore City Public Schools and STEM schools in North Carolina. He has published several articles and presented at numerous conferences, and he was a member of the design team which secured funding from the Bill and Melinda Gates Foundation among others to establish The Baltimore Freedom Academy.

About the Series

Teaching and Learning in Science Series

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:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU003000
EDUCATION / Aims & Objectives
EDU007000
EDUCATION / Curricula
EDU029030
EDUCATION / Teaching Methods & Materials / Science & Technology