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Teaching Constructivist Science, K-8: Nurturing Natural Investigators in the Standards-Based Classroom, by Michael L. Bentley, Edward S. E
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This reader-friendly book connects constructivist theory with science content standards, practical applications, teaching strategies, and activities.
- Sales Rank: #1362235 in Books
- Published on: 2007-02-22
- Original language: English
- Number of items: 1
- Dimensions: 11.02" h x .53" w x 8.50" l, 1.55 pounds
- Binding: Paperback
- 248 pages
Review
"Provides not just more, but why and how to! A much-needed book with wonderful strategies for setting up an inquiry-based classroom, choosing significant topics for investigation, differentiating within an inquiry-based classroom, and assessing learning." (Bena Kallick, Education Consultant 2006-11-09)
"One of the best I have read! A well-written and beneficial professional development resource for inservice elementary teachers wishing to expand their knowledge or refresh their memory." (Christine Anne Royce, Assistant Professor of Education 2006-12-11)
"So easy to follow, including the lists, figures, tables, and activities. The coverage of science methods includes everything I consider a priority to incorporate into a methods class, including the many real-life strategies and examples." (Jerry Clemens, Science Educator, Lake Zurich Middle School North, Hawthorn Woods, IL 2007-03-26)
"Used for systemwide inservice, this book could serve as a framework for lesson development, critique, analysis, and modification. For those just starting out, there are copious useful materials included." (NSTA Recommends 2007-07-02)
About the Author
Michael Bentley is an Associate Professor of Science Education at the University of Tennessee, Knoxville, where he teaches courses in environmental education and methods of teaching K-8 science. He has written science books for young readers as well as curriculum materials and numerous professional articles and chapters in books. He has also been involved with the creation of several innovative schools and has been an officer on two school boards. Bentley’s interests include teacher education, the public understanding of science, curriculum studies and international education, and the history, philosophy, and sociology of science as applied to science education.
Edward S. Ebert, II is Professor Emeritus of Education at Coker College in Hartsville, South Carolina and an award winning educator. With a degree in Psychological Foundations of Education, he has taught courses in educational psychology, elementary science methods, child development, classroom management, assessment, and creative problem solving. He as written a dozen books, including elementary science methods (Teaching Constructivist Science, K-8/Corwin Press), creative thinking and science teaching, introduction to education, classroom pragmatics: management and assessment (The Educator's Field Guide/Corwin Press), and an examination of public education in the American culture. Ebert has given numerous presentations nationally and internationally, and has taught science education and educational psychology for a semester at Shanghai International Studies University, Shanghai, P.R. China. He now resides in Wellfleet, MA, where he continues to publish educational materials and serves on a regional school board.
Christine Ebert is Associate Provost, Dean of the Graduate School, and Professor of Science Education at the University of South Carolina. Her work in science education focuses on conceptual change and development in students' understanding of science principles. In addition she has taught courses in thinking and reasoning, and is extensively involved with collaboration between elementary schools and the university. Ebert serves regularly as a program evaluator for national federally funded science initiatives. She has co-authored three other books related to science education and conceptual development. Ebert has presented her work on science education and creative thinking at conferences across the country and around the world.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Poor at best
By Amazon Customer
I dislike writing a review which rates someone's work as poor - but this book just misses the mark on numerous levels, it gives constructivism a poor image. For those to whom constructivism is a challenge, or new, this book isn't much help. For old hands, there is very little new. The author seems to miss a number of opportunities to move his beliefs forward ... Lot's of words, precious little effect. I remember early on in the book a half page of writing titled something like "What is science?" ... The author spends any number of sentences describing what scientists do ... but never answers his own question. I read it three times, for I was so shocked by the utter dislocation of text to title. Here was a great chance to make the case that constructivism is science in action ... There wasn't even a definition of terms ... What does the word science, mean? How does that translation mesh with what constructivism in the field, can mean? It's downhill from there ... For those who find or have found value in the book Bravo ... this one went back the next day, for my part.
0 of 0 people found the following review helpful.
Teaching Constructivist Science K-8
By Namaste*
This book is easy to read and follow. I have found this book to be energizing and helpful. I am always trying to hook my students into learning and this book offers sound, research-based premises, ideas and activities that connect with curriculum standards. With all the emphasis on reading and math in schools today, students begin to believe that all the other subjects do not matter. The authors offer teachers ways to promote the idea that science is indeed interesting, even if students think it does not matter.
0 of 0 people found the following review helpful.
Teaching Constructivist Science, K-8
By Teacher Jan
I am using the book with the students in my Science Teaching Methods class. It is a good support to our work.
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