Teaching Science in the 21st Century

Contents:

Foreword • Preface • About the Editors • Acknowledgments

Part I: Within the Science Classroom

The Impact of Technology on the 21st Century Classroom - Karen E. Irving • The Science Curriculum: Trends and Issues - Rodger W. Bybee • Classroom Assessment in the Service of Student Learning - Janet E. Coffey • Engaging Teachers in Research on Science Learning and Teaching - Emily H. van Zee and Deborah Roberts • Celebrating Diverse Minds: Using Different Pedagogical Approaches - Hubert M. Dyasi

Part II: Professional Development: Implications for Science Teaching and Learning

Leading Professional Development for Curriculum Reform - James B. Short • Advancing student Achievement Through Professional Development - John H. Holloway • Building Ongoing and Sustained Professional Development - Jack Rhoton and Brenda Wojnowski • Best Practices for Professional Development for the 21st Century - Karen J. Charles and Patricia M. Shane

Part III: Leadership in Science Teaching and Learning

Leadership in Science Education for the 21st Century - Rodger W. Bybee • The Principal as Leader of Change - Nicole Saginor • Keeping Good Science Teachers: What Science Leaders Can Do - Linda Darling-Hammond and Mistilina Sato • Understanding Supply and Demand Among Mathematics and Science Teachers - Richard M. Ingersoll

Part IV: Building Science Partnerships and Collaboration

The Importance of Partnerships in Science Education Reform - George D. Nelson and Carolyn C. Landel Developing Professional Learning Communities - Beth Giglio • No Child Left Behind: Implications for Science Education - Susan Mundry • Alternative Certification: Aspirations and Realities - Norman G. Lederman, Judith S. Lederman, and
Fouad Abd-El-Khalick

Part V: Science of Learning Science

Brain Research: Implications for Teaching and Learning - James E. Hamos • How Do Students Learn Science? - Nancy P. Moreno and Barbara Z. Tharp • The Psychology of Scientific Thinking: Implications for Science Teaching and Learning - Junlei Li and David Klahr • Research in Science Education: An Interdisciplinary Perspective - Michael R. Vitale and Nancy R. Romance

 

About the editors:

Jack Rhoton is an educator with more than 30 years of experience, covering every level of education from elementary through graduate school. He teaches science and science education courses to preservice and inservice science teachers at East Tennessee State University, where he is professor of science education. He is a researcher in K?12 science, especially in the area of professional development and its impact on science teaching and learning. He has served as president of the National Science Education Leadership Association (NSELA), president of the Tennessee Academy of Science (TAS), and president of the Tennessee Science Teachers Association (TSTA). He is editor of the Science Educator, a publication of NSELA.

Patricia Shane is the associate director of the Center for Mathematics and Science Education and is an associate professor of education at the University of North Carolina at Chapel Hill, where she teaches and provides professional development for mathematics and science teachers. She works closely with the UNC-Chapel Hill Pre-College Program, which recruits underrepresented groups into math and science fields.

She has been the project director for numerous grants, including more than 30 Eisenhower grants, and has received awards for service in science education, including the National Outstanding Science Supervisor Award from NSELA. She is serving as the immediate past-president of NSELA and is a past president of the North Carolina Science Teachers Association and the North Carolina Science Leadership Association.