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Supercharge your science lessons with proven strategies!
The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher’s treasure trove. Included are 75 research-based strategies, each with a concise description of the supporting research, classroom applications, pitfalls to avoid, and references for additional learning. Teachers of students in Grades K–12 will find novel ways to engage children’s natural curiosity, concern, and creativity. Highlights include how to:
- Promote collaborative learning
- Differentiate instruction with culturally responsive practices
- Build students' scientific literacy and reasoning skills
- Involve parents in their children's science learning
- Sales Rank: #605341 in Books
- Brand: Corwin
- Published on: 2010-09-20
- Original language: English
- Number of items: 1
- Dimensions: 10.50" h x 7.25" w x .75" l, 1.23 pounds
- Binding: Paperback
- 272 pages
- Promote collaborative learning
- Use formative assessment to engage students in content and instruction
- Develop culturally responsive practices that invite contributions from diverse students
- Build students" scientific literacy and reasoning skills
- Incorporate students" Internet skills into their studiesWhen it comes to teaching science, you don"t
Review
"This book encompasses an extensive collection of strategies supported by research and enhanced with practical classroom applications. I recommend it a must-have for novice teachers, mentoring struggling teachers, and refreshing, enhancing experienced teachers in their practice of the art and craft of teaching today’s and tomorrow’s learners." (J-Petrina Puhl, Secondary Science Teacher 2010-05-11)
"The research is strong and well presented. The book addresses all aspects of science education and focuses on developing scientific thinkers." (Loukea Kovanis-Wilson, Chemistry Instructor 2010-05-11)
"Bridging the gap in science education between research and practice just got easier, due to this organized guide to research-based science teaching strategies." (CHOICE, May 2011 2011-06-28)
"I found several strategies mentioned to be helpful to my own practice and tried them right away with immediate success. For example, in addition to including the unit objectives in an email to parents concerning an upcoming test, I will include suggestions on ways parents can help their children prepare."
(Deanna Brunlinger, National Board Certified Science Teacher 2010-05-11)“As the author of Corwin's bestselling book, Science Formative Assessment?75 Practical Strategies for Linking Assessment, Instruction, and Learning (P. Keeley, 2005), I am often asked to write a similar book that focuses on instructional strategies. The simple answer is there is no need for me to do so. This book serves that very purpose and is a wonderful companion to Science Formative Assessment. After all, instruction and assessment are two sides of the same coin?you can’t have one without the other?they are inextricably linked and complement each other.” (Page Keeley, Author 2010-11-10)
"Concise and well-defined strategies can be readily adapted to various learning styles and are designed to enhance critical and higher level thinking skills and help facilitators move from traditional to inquiry-based teaching methods. This is a valuable resource for in-service training on all levels." (Jean Worsley, Retired Teacher 2011-11-21)
About the Author
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).
Michele C. Cheyne is a clinical faculty member in science education at the University of Pittsburgh where she teaches a variety of courses in the secondary science teacher preparation program. She also supervises pre-service teachers during their clinical experiences. Cheyne has worked with Pittsburgh Public Schools on several projects and provides professional development for professional laboratory training programs. She has also worked with the Interstate New Teachers Assessment and Support Consortium in Washington, DC as a member of the committee that wrote the 2001 document Model Standards for Licensing General and Special Education Teachers of Students With Disabilities: A Resource for State Dialogue. A former high school biology and chemistry teacher in Milwaukee Public Schools, she also served as a department chair and taught science methods courses at the University of Wisconsin-Milwaukee.
Randy K. Yerrick is professor of science education and associate dean of educational technology at the State University of New York at Buffalo. He began his career as a chemistry, physics, and math teacher in Michigan schools before becoming a full-time researcher in science education. Yerrick's research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors. He has conducted ethnographies and critical autoethnographies in a variety of diverse teaching contexts as he continues to examine unresolved school issues of equity and diversity promoted by the continuous practice of tracking in science. He has also received recognition as an Apple Distinguished Educator. Examples of his work can be found at http://edcommunity.apple.com/.
Most helpful customer reviews
0 of 0 people found the following review helpful.
A fine 'must' for any serious education collection
By Midwest Book Review
Neal A. Glasgow, et.al.'s WHAT SUCCESSFUL SCIENCE TEACHERS DO packs seventy-five research strategies that demonstrate best practices for inquiry-oriented science projects. From promoting collaborative projects and inviting contributions from a range of cultural backgrounds to understanding the latest research on the possibilities of engaging students and avoiding common pitfalls in using digital media, this provides a fine 'must' for any serious education collection.
0 of 0 people found the following review helpful.
Interesting but expensive
By Clara
I bought the digital version because I need it for class. It's interesting, it has a lot of strategies to help you in your everyday class, but I don't like the price of it. Most of the persons who buy it is because we are students... I know that it's not that expensive, but for some students it is!
0 of 0 people found the following review helpful.
Five Stars
By Walt Gomez
Good job, good service, good product.
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