For courses in Middle and Secondary Science Methods.

Teaching Science for Understanding: A Practical Guide for Middle and High School Teachers provides a theoretical and practical introduction to teaching science for understanding and application.  The book is grounded in a new paradigm for science education that is consistent with the Project 2061, National Science Education Standards and reform programs in many states.  It is based on formal research and on experiences of teachers who have been successful in transforming their classrooms from traditional forms of instruction to an environment where students learn to understand science and apply it in their own lives.  The author’s experience in classrooms, and with practicing teachers in the U.S. and in several other nations, add richness to this book as a resource for helping teachers improve their professional effectiveness.

• Science Reform-Sets out the need for reform in science teaching and the benefits of teaching science for understanding.
• Helps teachers see the “big picture” behind the new paradigm and why change is essential.
• Questions for Reflection and Discussion-meaningfully threaded throughout each chapter.
• Provide readers opportunity to examine their own teaching in light of chapter concepts.
• Excerpts from best-selling Secondary Science Textbooks (appear in Chapters 10-13)-Clearly show teachers how they can easily translate their traditional science lessons to a Teaching for Understanding framework.
• Leveled Planning-Describes two levels of planning for teaching middle and high school science for understanding.
• The initial level of planning for teaching science for understanding enables teachers to make some small changes in their programs that result in immediate and measurable gains in achievement and attitude toward science understanding.  The advanced level of planning provides challenges that enrich teachers’ professional lives over a long duration.
• Focuses on students’ ideas and reasoning-Recognizes that teaching science for understanding requires attention to the ideas and misconceptions that students hold about science phenomena.
• Assessment-Gives high level of attention to assessment as a central part of science teaching.
• Teachers learn new skills and techniques that can be used to learn about their students’ ideas and reasoning patterns and what to do when students fail to comprehend ideas after teachers provided instruction on the topic.
• Integrated Approach-Provides an integrated approach to planning, teaching, assessing, and reflecting about science teaching.
• Helps teachers develop a coherent, integrated approach to their professional work.

• Helps teachers see the “big picture” behind the new paradigm and why change is essential.

• Provide readers opportunity to examine their own teaching in light of chapter concepts.

• The initial level of planning for teaching science for understanding enables teachers to make some small changes in their programs that result in immediate and measurable gains in achievement and attitude toward science understanding.  The advanced level of planning provides challenges that enrich teachers’ professional lives over a long duration.

• Teachers learn new skills and techniques that can be used to learn about their students’ ideas and reasoning patterns and what to do when students fail to comprehend ideas after teachers provided instruction on the topic.

• Helps teachers develop a coherent, integrated approach to their professional work.

1. Why Should We Teach Science For Understanding?

2. What Does It Mean To Understand Science?

3. Learning and Teaching For Understanding: Messages For Teachers (And Their Students).

4. Models of Teaching Science For Understanding Through Inquiry.

5. Examining Food For Plants.

6. Teaching Strategies That Foster Understanding.

7. Why Is Formative Assessment Essential?

8. Criteria to Guide Planning and Teaching Science For Understanding.

9. A Plan For Planning: Using Criteria to Select Resources and Plan Instruction Using Modified Criteria to Select Instructional Materials.

10. Planning a Lesson Sequence on Newton’s Second Law for Grade 8.

11. Planning a Lesson Sequence on Stoichiometry for High School Chemistry.

12. Planning a Lesson Sequence on Cells for High School Biology.

13. Planning a Lesson Sequence on Refraction for High School Physics.

14. Continuing Growth for You and Your Students.

Science Methods (Secondary)  [CORE TEXTS]   (Curriculum & Instruction)

James Gallagher is Professor of Science Education at Michigan State University.  During his tenure at Michigan State University, Dr. Gallagher has been engaged in teacher education and staff development on campus, nationally, and internationally.  He has worked with MSU’s Professional Development School program and both undergraduate and graduate courses for prospective science teachers.  He also has conducted a widely recognized program for staff development of teachers in Michigan and Ohio.  He directed a research and development program on classroom-based assessment that has influenced the quality and effectiveness of teaching and learning in middle school science. He recently co-directed a project studying leadership development in science and mathematics education, and a professional development project for teachers in rural schools in Michigan. 

Dr. Gallagher has been a leader in the current reform efforts in the United States.  He was a member of the writing team on the National Research Council’s National Science Education Standards, and he coordinated development of AAAS Project 2061’s Blueprint for Teacher Education.  He serves as an advisor for 2009 revision of the National Assessment of Educational Progress and as a member of the international Steering Committee for the Third International Mathematics and Science Study — Multinational Video Study.  He has published widely with nearly 100 reports, journal articles, and chapters in books.  He was the 1998 winner of the Award for Distinguished Contributions to Science Education through Research, which is the highest award given by the National Association for Research in Science Teaching. 

Teaching Science for Understanding, 1/e

Written by the leading science educator in the country, Teaching Science for Understanding challenges you to transform your ideas about teaching from passive, direct learning to active, inquiry learning.  To do so, the author demonstrates science teaching through three different levels of learning activities:

• building students’ base of information
• developing understanding
• applying knowledge

Each chapter guides you through the type of planning and instruction you will need to create a constructivist environment in your classroom, providing you with specific activities and examples to illustrate how you can teach science for understanding. 

Unique Features:

Science Reform–Identifies the four major elements of a new vision for science education; science for all, teaching and learning for understanding, a broader vision of science, and a reduction of the amount of science content offered in middle and secondary school teaching.  Supporting these elements are Project 2061, Science for All Americans, National Science Standards and No Child Left Behind.        

Active Learning–promotes students engaged in constructing their own learning and assists teachers in knowing their role in deciding when to withhold help, when to give help, and what help to give. 

Instructional Model for Teaching Science for Understanding–shares a design for planning objectives, ongoing assessment and learning activities through a sample lesson on photosynthesis. 

Excerpts from best-selling Middle School and Secondary Textbooks and Teacher Guides–Appearing in Chapters 10-14, explicit examples of textbook pages and teacher guides illustrate how teachers can use textbooks as enrichment, background knowledge and resources as a part of teaching science for understanding. 

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