Find out how you can involve every one of your students in your science curriculum. Develop new ways of teaching science so that each student wants to know. Learn to make your teaching more relevant for your culturally and racially diverse classroom. This concise guide is designed to provide you - as a K-12 science teacher or curriculum developer - with the information you need to establish more effective, more engrossing ways of teaching science to your students. You'll learn how to use curriculum content to help grab students' attention, develop strategies that make your teaching more effective, reach students who have culturally different learning styles, design class activities that appeal to your diverse student population, and make science about discovering and learning and doing - not memorizing dry facts. Encourage all your students to explore the possibilities that science presents for learning (and for earning), and help them see what science education can actually mean to them. Prepare your students for a world transformed by science - give them a strong foundation of knowledge on which they can build.
How and why do complex scientific disciplines such as physics change emphasis from one sub-discipline to another? Do such transitions stem entirely from developments within the discipline itself or also from external factors? This book addresses these questions by examining the transition from atomic to nuclear physics, theoretically and experimentally, at Niels Bohr’s Institute for Theoretical Physics in Copenhagen in the 1930s. On the basis of extensive archival research, Finn Aaserud shows that the “Copenhagen spirit,” the playful research atmosphere under Bohr’s fatherly guidance that permeated the Institute, thrived because of extra-scientific circumstances that Bohr exploited to the fullest, such as the need to help Jewish physicists out of Hitler’s Germany and the changing funding policies of private foundations, notably those of the Rockefeller Foundation which made it opportune to introduce research in experimental biology at the Institute. “A clear, carefully developed and substantially convincing argument... Aaserud gives a detailed and impressively documented account of the direction of Bohr’s scientific interests... Aaserud is... to be congratulated for his original, clear — indeed, didactic — work of scholarship and enlightenment.” — Paul Forman, Physics Today “A professional historian’s study of the happenings at the Niels Bohr Institute in the decisive years 1930 to 1940... In particular, the... support of the Institute by Danish and other foundations, mainly the Rockefeller Foundation, are treated in great detail, revealing many interesting aspects of these relationships... The detailed accounts... of Bohr’s negotiations are a testimony to Bohr’s uncanny ability to get what he wanted from the various foundations... Aaserud’s book is an invaluable source of information [showing] that Bohr was not only an inspiring physicist and philosopher but also a cunning negotiator who knew how to make use of his great reputation for the benefit of science.” — Victor F. Weisskopf, Science “Aaserud elucidates Bohr’s skills not only as mentor and guiding hand behind the ‘Copenhagen spirit,’ but also as financial negotiator.” — Neil Wasserman, Isis, A Journal of the History of Science Society “This book teaches us that running such [a truly elite] institution required entrepreneurial skills as well as scientific genius. Bohr had an abundance of both.” — Jeremy Bernstein, Nature “Redirecting Science is the history of Bohr’s institute during the 1930s when it experienced a drastic change in its research priorities, from a laissez-faire mode of work and lack of clearly defined research programme to a concerted research effort in nuclear physics and experimental biology... Aaserud gives a highly interesting account of the interaction between physics and biology... Aaserud’s carefully documented work is an excellent example of how institutional history may transcend social and institutional limitations and integrate also conceptual history of science.” — Helge Kragh, Centaurus “By showing that a new research programme at one of the most important scientific institutes in the world was triggered, and pushed forward, by social and financial considerations, this book delivers yet another blow to the tired old idea that scientific knowledge is driven by its own internal, inexorable logic. It also throws valuable light on Bohr’s activities and strategies as a fundraiser and institution builder.” — John Krige, The British Journal for the History of Science
"There are few academics who write with as much grace and wisdom as Timothy Wilson. REDIRECT is a masterpiece." -Malcolm Gladwell What if there were a magic pill that could make you happier, turn you into a better parent, solve a number of your teenager's behavior problems, reduce racial prejudice, and close the achievement gap in education? There is no such pill, but story editing - the scientifically based approach described in REDIRECT - can accomplish all of this. The world-renowned psychologist Timothy Wilson shows us how to redirect the stories we tell about ourselves and the world around us, with subtle prompts, in ways that lead to lasting change. Fascinating, groundbreaking, and practical, REDIRECT demonstrates the remarkable power small changes can have on the ways we see ourselves and our environment, and how we can use this in our everyday lives.
Focuses on countries such as Germany, England, France, the Soviet Union, Italy, and Canada to observe what social objectives are included in their educational systems.
Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about. Improving How Universities Teach Science draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time. Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step.
Annotation Eighteen contributors from science, research, science education, teacher preparation, multicultural education, and cultural anthropology provide multiple perspectives on the complex issues of multicultural science education. Coverage includes an historical overview of the key issues, the "discourse of invisibility" in the National Science Education Standards, expanding the sociocultural focus in science curricula, the influences of worldview and self- identity on science teaching, avoiding pitfalls in creating culturally relevant science, an alternate framework for conceptualizing science, and cultural inclusion models for African American and Native American students. For science educators. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com)
This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing ‘cross-cultural’ science curricula in schools. Incorporating stories from multiple individuals involved in curriculum development and implementation – university professors, a ministry consultant, a First Nations and Métis Education coordinator, and most importantly, classroom teachers – this book offers suggestions for education stakeholders at different levels. Focusing on the importance of understanding ‘relationships at play’, this book also shows the author’s journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know.
This book offers a meso-level description of demographics, science education, and science teacher education. Representing all 13 Canadian jurisdictions, the book provides local insights that serve as the basis for exploring the Canadian system as a whole and function as a common starting point from which to identify causal relationships that may be associated with Canada’s successes. The book highlights commonalities, consistencies, and distinctions across the provinces and territories in a thematic analysis of the 13 jurisdiction-specific chapters. Although the analysis indicates a network of policy and practice issues warranting further consideration, the diverse nature of Canadian science education makes simple identification of causal relationships elusive. Canada has a reputation for strong science achievement. However, there is currently limited literature on science education in Canada at the general level or in specific areas such as Canadian science curriculum or science teacher education. This book fills that gap by presenting a thorough description of science education at the provincial/territorial level, as well as a more holistic description of pressing issues for Canadian science education.
