Corwin Teaching Constructivist Science, K-8: Nurturing Natural Investigators in the Standards-Based Classroom

Product Description Designed for use in primary schools, these original activities will enrich teaching and learning in science by connecting constructivist theory and practical lesson planning and teaching. The book includes a resource list provides guide for building a science friendly environment in the school, and strategies to support special education students and those with additional learning needs are provided. 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 Published On: 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 Published On: 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 Published On: 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 Published On: 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