Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills, Pearson eText with Loose-Leaf Version -- Access Card Package

For courses in Science Methods in Middle and Secondary Schools (Curriculum and Instruction) For pre-service and beginning (novice) science teachers   This text provides the initial scaffolding needed by novice teachers to understand and enact the basics of science teaching—purpose, planning, assessing, teaching, and managing. Included is information on the foundational areas of science education, with numerous vignettes and examples of effective classroom practices in action. The focus is on preparing those entering or new to the science teaching profession to use their understanding of science and engineering to prepare the next generation of Americans for life in the 2st century. It provides ideas and knowledge about how to help students see science and engineering as ways of thinking about and investigating the world around them, and to recognize the relationship between science and engineering in their everyday lives.   The guidance provided in the new Eighth Edition: NEW! Supports science teaching and learning as reflected in the Next Generation Science Standards (NGSS). NEW! Prepares teacher candidates to demonstrate the knowledge, skills, and dispositions called for in the 2012 NSTA Standards for Science and Teacher Preparation. Includes numerous motivating features—vignettes, cases, classroom examples, exercises, and more—give the concepts real meaning in readers’ everyday lives. Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks.

Table of Contents:
Chapter 1 – Thoughts and Actions of Beginning Science Teachers Chapter 2 – The Purpose of Science Teaching Chapter 3 – Planning to Teach Science Chapter 4 – Assessing Science Learning Chapter 5 – Teaching Science Chapter 6 – The Science Learning Environment Chapter 7 - The Nature of Science and Engineering and Technology Chapter 8 – Inquiry and Science Teaching Chapter 9 – Divers Adolescent Learners and Differentiated Instruction Chapter 10 – Learning in Middle Grades and Secondary Schools Chapter 11 – Lecture, Discussion and Demonstration Chapter 12 – Science, Engineering and Societal Issues Chapter 13 – Laboratory Work and Fieldwork Chapter 14 – Safety in the Laboratory and Classroom Chapter 15 – Computers and Electronic Technologies

About the Author :
Eugene L. Chiappetta is a professor of science education in the Department of Curriculum and Instruction at the University of Houston. Dr. Chiappetta holds a bachelor’s degree in Biology from Allegheny College and master’s degree in General Science, and a Ph.D. in Science Education from Syracuse University. He has coauthored many textbook analysis research studies, using the nature of science as a framework. Recently, a recipient of the National Association for Research in Science Teaching Paper Award for Examination of Science Textbook Analysis Research Conducted on Textbooks Published over the Past 100 Years in the United States, The “Skoog Cup” for Significant Contributions and Leadership in the Development of Quality Science Education in Texas, and “Teaching Excellence” Award in the College of Education. Professor Chiappetta teaches undergraduate and graduate courses in science education and has coordinated teacher certification and science education programs for over three decades.   Thomas R. Koballa, Jr. is a professor of science education in the Department of Mathematics and Science Education at the University of Georgia. Dr. Koballa holds a bachelor’s degree in Biology and master’s degree in Science Education from East Carolina University, and a Ph.D. in Curriculum and Instruction from the Pennsylvania State University. He is past president of the National Association for Research in Science Teaching and the recipient of the Association of Science Teacher Education’s Outstanding Mentoring Award. He teaches undergraduate and graduate classes in science education and has authored or coauthored more than 50 journal articles and chapters. His current research foci include science teacher learning and mentoring.