`An authoritative, research-based, thoroughly up-to-date and readable review of the best available techniques for science instruction' - Robert J Sternberg, IBM Professor of Psychology and Education Director, Center for the Psychology of Abilities, Competencies and Expertise (PACE Center) Yale University New Haven, Connecticut `Teachers are starved for this kind of presentation of information. The format of the book is very appealing, with a unique blend of research, practical applications and the voices of experience addressing "pitfalls." Its specific tips are targeted, focused and clearly presented'- Karen Charles, Math and Science Program Specialist Eisenhower Consortium at SERVE Greensboro, North Carolina `This book makes effective science teaching strategies readily available, truly at your "fingertips." I really appreciated the organization, especially the "what the research says" component' - Leslie C Gushwa, Science Department Chair 1998 San Diego County Teacher of the Year San Dieguito Academy Encinitas, Calafornia `Principals and lead teachers at all levels will find this valuable information useful as they work with their colleagues in professional development' - Raymond J Dagenais, Ed.D., Science Curriculum and Assessment Leader Illinois Mathematics and Science Academy, Aurora Illinois The aim of this book is to bring some of the useful research findings about teaching science to the classroom teacher. The authors present the information in an authentic and useful context, and show how it can be applied in real classrooms with real students. More than 90 tips are included in seven chapters, each with a theme representing one aspect of the typical instructional programme. Each chapter presents a collection of teachings tips, concisely presented in a `user-friendly' format. Following the tips are sections explaining `What the Research Says' for each, as well as `Classroom' Applications, ` Precautions and Pitfalls, and `The References.' There is a great range of tips, from educational, psychological and sociological research studies and critiques. This diversity provides teachers with many choices that can serve as solutions to individual teaching and learning problems, and also provides inspirational triggers, offering opportunities for teachers' professional growth. This book is designed to provide an easy way for classroom teachers to benefit from the many ideas imbedded in the academic literature.
Hope J. Hartman is Professor of Education and Coordinator of Social and Psychological Foundations at the City College of the City University of New York. Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).
"An authoritative, research-based, thoroughly up-to-date and readable review of the best available techniques for science instruction." -- Robert J. Sternberg "Teachers are starved for this kind of presentation of information. The format of the book is very appealing, with a unique blend of research, practical applications and the voices of experience addressing "pitfalls." Its specific tips are targeted, focused and clearly presented." -- Karen Charles "This book makes effective science teaching strategies readily available, truly at your fingertips. I really appreciated the organization, especially the 'what the research says' component." -- Leslie C. Gushwa "Principals and lead teachers at all levels will find this valuable information useful as they work with their colleagues in professional development." -- Raymond J. Dagenais, Ed.D. "It is refreshing to have valuable research synthesized into user-friendly tips. It should be mandatory for all science teachers, new and veteran." -- Dr. Margaret Just "This book is perfect for busy educators-its succinct sections make it a particularly useable reference tool." -- Jeanelle Bland "This straightforward volume is organized around several chapters, addressing key areas such as social aspects of science learning, technology in science teaching, and developing scientific thinking skills." "The authors clearly and concisely articulate each of the nearly 100 tips and support each one with a brief discussion of the related research, classroom applications, and possible pitfalls to implementation." -- CHOICE "The book's format is highly accessible and the material is clear and understandable. The authors have taken great care to include strategies that encourage meaningful science participation among a diverse community of learners." -- Horizon Research, Inc. "This straightforward volume is organized around seven chapters, addressing key areas such as social aspects of science learning, technology in science teaching, and developing scientific thinking skills. The authors clearly and concisely articulate each of the nearly 100 tips and support each one with a brief discussion of the related research, classroom applications, and possible pitfalls to implementation." -- D. Moss, University of Connecticut * CHOICE, 2002 *
