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Extra info for The Teaching of Science: 21st Century Perspectives - PB283X
At some times and in some categories, the United States does better than other countries. But more often than not, we are about average. Occasionally, we are among the lowest-achieving of all countries in this assessment. The results can be reviewed in Pursuing Excellence: EighthGrade Mathematics and Science Achievement in the United States and Other Countries From the Trends in International Mathematics Science Study (Gonzales et al. S. Perspective (Lemke et al. 2004), and PISA Science 2006: Implications for Science Teachers and Teaching (Bybee and McCrae 2009).
Other issues that student work may illustrate include the development of inquiry abilities and the use of technology in science and in school programs. Similarly, teachers can view a video from one of their classrooms or a video collection, write and share teaching cases, or read cases that have been developed by others, and talk about tHE TEACHING OF SCIENCE: 21 st -CENTURY PERSPECTIVEs 23 Copyright © 2010 NSTA. All rights reserved. org/permissions. Chapter 1 The Teaching of Science: Contemporary Challenges student learning and teaching issues that arise in these activities.
In particular, I bring contemporary ideas to themes that he presented almost 50 years ago. Those themes include the substance of science education, curricular structure, and the style of science teaching that emphasized inquiry as a fundamental aspect of science. Two of Brandwein’s essays—“Elements in a Strategy for Teaching Science in the Elementary School” and “Substance, Structure, and Style in the Teaching of Science”—are the basis for the chapter. The former was the 1961 Burton Lecture presented at Harvard University, and the latter is based on several lectures given at different locations, including NSTA meetings (Brandwein 1962; Brandwein 1965).