Science Education and Pedagogy

Blosser. P. 1991. How To Ask The Right Questions. Arlington, VA: The National Science Teachers Association.
This booklet will help you analyze your questioning techniques, classify your questions and improve your questioning behavior.

Brooks, J.G. 1993. In Search of Understanding: The Case for the Constructivist Classroom. Alexandria, VA: Association of Supervision and Curriculum Development (ASCD).
This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts.

Carey, S. 1993. Science For All Cultures. Arlington, VA: National Science Teachers Association.
A collection of articles from NSTA journals. These articles provide a basic understanding of multicultural science education, its scope, and suggestions for using such an approach as an instructional process.

Doris, E. 1991. Doing What Scientists Do - Children Learn To Investigate Their World. Portsmouth, NH: Heineman Educational Books, Inc.
Deals with logistics & techniques to manage a classroom that encourages focus and interest, inspires curiosity, & addresses the differing needs of the individual child & teacher.

Duckworth, E., et al. 1990. Science Education: A Minds-On Approach for the Elementary Years. Hillsdale, NJ: Lawrence Erlbaum Associates.
Four author's reflections on the problems and issues of teaching science in elementary schools.

Freedman, R. 1994. Open-Ended Questioning. Menlo Park, CA: Addison Wesley.
This book gives you a method for writing and using open ended questions and for assessing student responses. Illustrated with examples from many grade levels and subjects.

Funk, H. James. 1985. Learning Science Process Skills.
Part One covers skills for pre-school and lower elementary grades. Part Two covers skills for older children, and Part Three covers adaptation of materials, activities, and resources.

Hale, M., Ed. 1993. Ecology In Education. Cambridge, MA: Cambridge University Press.
Presents an account of the status, progress, and underlying concepts of ecological education across the globe.

Harlen, W., Ed. 1985. Primary Science...Taking The Plunge. Portsmouth, NH: Heinemann Educational Books, Inc.
Examples of chapters include: Helping children to observe, Helping children raise questions and answer them, Helping children to plan investigations.

Harlen, W., and S. Jelly. 1989. Developing Science in the Primary Classroom. Portsmouth, NH: Heinemann Educational Books, Inc.
Guides the beginner (and the experienced) in getting ideas, developing curriculum and classroom organization, and developments for learning and teaching science.

Kramer, S. 1987. How to Think Like a Scientist: Answering Questions by the Scientific Method. New York: Thomas Y. Crowell.
Written for upper elementary students, this short book addresses how we ask questions, the scientific method and how to use it, and illustrates one experiment as an example.

Liem, Tik. 1987. Invitations to Science Inquiry. Chino Hills, CA: Science Inquiry Enterprises.
Over 400 tested discrepant events that arouse student interest, motivate teachers and students, and reinforce nearly any science concept.

Loucks-Horsley, et al. 1990. Elementary School Science for the '90s. Alexandria, VA. ASCD.

Myron, J., and A. Atkin. 1989. Improving Science Education Through Local Alliances. Santa Cruz, CA: Network Publications.
Examines K-12 science education in the light of inter-institutional alliances; between pre college schools and industry, universities, and others organizations.

Osborne, R., and P. Freyberg. 1985. Learning In Science: The Implications of Children's Science.
Looks at findings of studies on children's science learning, their significance for the teacher, and suggests both general and specific solutions to problems identified.

Ruef, K. The Private Eye: Looking and Thinking by Analogy.
A K-12 thinking skills book encouraging development of concentration skills, creativity, and scientific literacy through investigations with a hand-lens.

Rowe, M.B., Ed. 1990. What Research Says to the Science Teacher: The Process of Knowing. The National Science Teachers Association.
Exploration of "gaps" between what teachers intend for their students to learn and what they actually learn.

Rutherford, F.J., and A. Ahlgren. 1989. Science for All Americans. Washington, DC: American Association for the Advancement of Science.
Supports science literacy through problem solving skills and hands-on learning in an interdisciplinary setting. Explores types of effective learning and teaching.

Schlichting, S. 1993. You, The Investigator: A Science Project Guide for Kids. Riverview, FL: Idea Factory.
A guide for students to setting up experiments and identifying variables, how to collect data, make graphs, analyze results, and draw conclusions.

Steiner, B., and K. Phillips. 1991. Journal Keeping with Young People. Englewood, CO: Teachers Ideas Press.
For grades 4-9, but is adaptable to all grades. Includes techniques in recording and remembering, and reflecting, plus reviewing and sharing the journal.

Tobkin, K., Ed. 1993. The Practice of Constructivism in Science Education. Washington, DC: American Association for the Advancement of Science (AAAS).
Articles on various aspects of constructivism theory for teaching math and science from elementary through university level classes. Good background information for educators.