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In this pioneering text, a constructivist approach guides users in learning how to teach in a constructivist manner. The book is based on the belief that it's more important for children to learn how to do science than it is for them to learn about science, and that teachers of elementary science do not need to know a great deal of science to teach it effectively, but rather need to be co-inquirers with their students. More than 170 process-oriented activities, organized by grade level, help practicing teachers encourage children to develop and perform their own investigations.
List of contents
Part I: CONSTRUCTING THE ELEMENTARY SCIENCE PROGRAM.
1. The Science Education Imperative.
2. Science Education Today.
3. The Process of Science.
4. Constructivism in Elementary Science Education.
5. Inquiry.
6: Science Education for Students with Diverse Perspectives.
7: Science Education for Students with Learning Differences.
8. Assessment.
9. The Elementary Science Classroom.
Part II: BEYOND THE SCIENCE CLASSROOM.
10. Reading, Writing, and Interdisciplinary Approaches.
11. Technology in Elementary Science Education.
12. Concept Mapping in Elementary Science.
13. The Elementary Science Education Professional.
About the author
David Jerner Martin (Ph.D.) is Professor Emeritus of Early Childhood Education at Kennesaw State University. A gifted teacher and an outspoken advocate of constructivist-based teaching, he is best known as the author of the pioneering text, ELEMENTARY SCIENCE METHODS: A CONSTRUCTIVIST APPROACH, now in its Sixth Edition. Dr. Martin has consulted on constructivist teaching at home and abroad, and was technical consultant with The Weather Channel for The Weather Classroom. He has received several university awards for distinguished teaching and publications.
Summary
In this pioneering text, a constructivist approach guides users in learning how to teach in a constructivist manner. The book is based on the belief that it’s more important for children to learn how to do science than it is for them to learn about science, and that teachers of elementary science do not need to know a great deal of science to teach it effectively, but rather need to be co-inquirers with their students. More than 170 process-oriented activities, organized by grade level, help practicing teachers encourage children to develop and perform their own investigations.
