Hope J. Hartman – författare

"An authoritative, research-based, thoroughly up-to-date and readable review of the best available techniques for science instruction." Robert J. Sternberg, IBM Professor of Psychology and Education Director, Center for the Psychology of Abilities, Competencies and Expertise (PACE Center) Yale University New Haven, CT

"Teachers are starved for this kind of presentation of information. The format of the book is very appealing, with a unique blend of research, practical applications and the voices of experience addressing "pitfalls." Its specific tips are targeted, focused and clearly presented." Karen Charles, Math and Science Program Specialist Eisenhower Consortium at SERVE Greensboro, NC

"This book makes effective science teaching strategies readily available, truly at your fingertips. I really appreciated the organization, especially the 'what the research says' component." Leslie C. Gushwa, Science Department Chair 1998 San Diego County Teacher of the Year San Dieguito Academy Encinitas, CA

"Principals and lead teachers at all levels will find this valuable information useful as they work with their colleagues in professional development." Raymond J. Dagenais, Ed.D. Science Curriculum and Assessment Leader Illinois Mathematics and Science Academy Aurora, IL

"It is refreshing to have valuable research synthesized into user-friendly tips. It should be mandatory for all science teachers, new and veteran." Dr. Margaret Just, Research Scientist University of California, San Diego

"This book is perfect for busy educators—its succinct sections make it a particularly useable reference tool." Jeanelle Bland, Assistant Professor, Science Education Eastern Connecticut State University Willimantic, CT

Science for real classrooms! Apply the latest research with these easy how-to's!

Educational research is an unparalleled source for valuable insights into successful science instruction if, and only if, the cryptic results can be translated into classroom applications. In this clear-cut guide, Hartman and Glasgow decipher the latest research and provide a blueprint for implementing best practices that foster effective science learning and professional development.

All facets of a scientific instructional program are explored, including emotional and social aspects of science learning, the use of technology and assessments in the classroom, the development of students' critical thinking and learning skills, and informal science learning.

By creating an accessible bridge between theoretical research and real classroom practices, this invaluable reference tool empowers science teachers with critical information that can vastly improve overall performance. Key highlights include:

Straightforward translation of educational research into useful findings that can be easily integrated into the classroom More than 90 practical tactics that are adapted from educational, psychological, and sociological studies and critiques User-friendly format featuring four concise and informative discussion points with each strategy provided—"What the Research Says," "Classroom Applications," "Precautions and Pitfalls," and "The References"

About the Authors:

Hope J. Hartman is Professor of Education and Coordinator of Social and Psychological Foundations at the City College of the City University of New York.

Neal Glasgow has extensive experience as a secondary school teacher of science and art; a director and technician of a university biotechnology teaching laboratory; an educational consultant; an author; and a frequent educational speaker.

 

 

Contributions by leading experts and others to understanding the crucial role of metacognition in relation to broad areas of education make this collection a uniquely stimulating book. It encompasses metacognition in both the neglected area of teaching and the more well-established area of learning. The twelve chapters contribute to our understanding of the construct of metacognition and to its role in both teaching and learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. It is organized into four major sections which address metacognition in relation to students' learning, motivation, and culture; and to teachers' metacognition about instruction. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university. Dr. Robert J. Sternberg, IBM Professor of Psychology at Yale University, is the discussant.

Here is an organized, easy-to-use reference that provides the latest research results and practical tips for K-12 math teachers. Each of the chapters presents a collection of tips on different aspects of mathematics teaching in a user-friendly manner. For each tip, the authors give you: * The teaching tip * A discussion of the research project that led to the tip * Practical applications for using the tip * Ways to avoid common difficulties associated with each tip * Resources for details on process and findings Foster questioning and independent thinking - challenge students with stimulating problems. Get higher levels of achievement. You'll find ideas for improving students' poor mathematics self-concepts, and for building students' confidence in their skills and abilities.