Descripciones mejoradas de Syndetics:

"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 EducationDirector, Center for the Psychology of Abilities, Competencies and Expertise (PACE Center)Yale UniversityNew Haven, CT

"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 SpecialistEisenhower Consortium at SERVEGreensboro, NC

"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 Chair1998 San Diego County Teacher of the YearSan Dieguito AcademyEncinitas, CA

"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 LeaderIllinois Mathematics and Science AcademyAurora, IL

"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 , Research ScientistUniversity of California, San Diego

"This book is perfect for busy educators--its succinct sections make it a particularly useable reference tool." Jeanelle Bland , Assistant Professor, Science EducationEastern Connecticut State UniversityWillimantic, CT

Science for real classrooms! Apply the latest research with these easy how-to′s!

Educational research is an unparalleled source for valuable insights into successful science instruction if, and only if, the cryptic results can be translated into classroom applications. In this clear-cut guide, Hartman and Glasgow decipher the latest research and provide a blueprint for implementing best practices that foster effective science learning and professional development.

All facets of a scientific instructional program are explored, including emotional and social aspects of science learning, the use of technology and assessments in the classroom, the development of students′ critical thinking and learning skills, and informal science learning.

By creating an accessible bridge between theoretical research and real classroom practices, this invaluable reference tool empowers science teachers with critical information that can vastly improve overall performance. Key highlights include:

Straightforward translation of educational research into useful findings that can be easily integrated into the classroom More than 90 practical tactics that are adapted from educational, psychological, and sociological studies and critiques User-friendly format featuring four concise and informative discussion points with each strategy provided--"What the Research Says," "Classroom Applications," "Precautions and Pitfalls," and "The References"

About the Authors:

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 Glasgow has extensive experience as a secondary school teacher of science and art; a director and technician of a university biotechnology teaching laboratory; an educational consultant; an author; and a frequent educational speaker.

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CHOICE Review

In an attempt to bridge research and practice, this book presents teaching tips for science teachers designed to offer solutions to a wide array of challenges in the classroom. 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. A succinct bibliography is also provided. The first and final chapters, which deal with instructional strategies and assessment of science teaching and learning, are particularly strong. Despite the perhaps overly ambitious range of topics embedded within the numerous tips offered, the book is a welcome attempt to leverage research into improved practice and is appropriate for undergraduates and professional practitioners interested in science education. This handbook is complementary to other publications that offer a deeper analysis of scholarship or methods of teaching, and is a solid resource for all undergraduate libraries, especially those institutions with established teacher preparation programs. D. Moss University of Connecticut

Notas de autor provistas por Syndetics

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).