Professional Development Books for the Science Teacher

Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. National Academy of Sciences. (Illus.) Washington, DC: National Academy Press, 1997. xi+84pp. $7.95. ISBN 0-309-06363-9. C.I.P.
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This book is a very good guide on how to mentor new faculty members and a fair guide for senior faculty who are mentors to junior faculty for the first time. Junior faculty sometimes have trouble adjusting to being on "the other side of the desk" when it comes to advising undergraduate and graduate students. The book describes how to advise and mentor in clear logical steps that many junior faculty will find useful. Department chairs and other mentors of the junior faculty will find it worthwhile to recommend this practical book to new junior faculty who are set to become mentors themselves.

Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction. Olaf Jorgenson Jackie Cleveland, and Rick Vanosdall. (Illus.) Arlington, VA: NSTA Press, 2004. 134pp. $24.95. 2004012339. ISBN 0-87355-232-6. Index; C.I.P.
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Can a book change teacher attitudes toward methodology? This book attempts to do so and, in so doing, strongly makes a case for changing the way many teachers look at middle school science. The term “inquiry-based instruction” is a catchphrase for textbook publishers trying to sell “complete packages of inquiry materials” as a curriculum. The authors of Doing Good Science in Middle School know middle school students and the joy (that is not a typo) of teaching science to this age group: the secret is to get them to “do” science. They support theory with research and logical explanations. The authors address the fears of most teachers who “have to get this done before June”: Doing science takes time, but the benefits to the students are immeasurable. We turn off too many middle school students by telling them about, rather than having them do science. Particularly enjoyable is the discussion of the “levels of inquiry” that are applied to classroom activities: I haven’t heard that topic addressed since the last science education revolution. Active, inquiry-based science-- being allowed to “do” science--is a powerful motivational tool for engaging the nontraditional science student. If you are looking for strategies, classroom management ideas, safety concerns, and 10 well-designed lessons to get you started opening up your middle school science classroom, this book is a treasure chest of ideas.

Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. Denise Clark Pope. New Haven, CT: Yale, 2001. xvii+212pp. $24.95. 2001026139. ISBN 0-300-09013-7. C.I.P.
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This doctoral dissertation, based on five case studies of high school students in an affluent California suburb, presents a chilling picture of schooling to support the claims of the subtitle. To perform her case studies, the author "shadowed" two male and three female students of different ethnicities as well as interviewed them weekly during one school year and read their journals, essays, and class notes. Teachers, parents, and administrators were not interviewed; this study focuses on the students' perspective.
This simple, but detailed, narrative presents a powerful indictment of current competitive, grade-driven public education at its best.

Electricity and Magnetism: Stop Faking It! Finally Understanding Science So You Can Teach It. William Robertson. (Illus. by Brian Diskin.) Arlington, VA: NSTA Press, 2005. 162pp. $21.95. 2004013339. ISBN 0-87355-236-9. Glossary; C.I.P.
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Electricity and Magnetism: Stop Faking It! Finally Understanding Science So You Can Teach It, by William C. Robertson, is the fifth in a series of similar books about physics topics such as light and forces. This is an excellent resource for physical science teachers in grades 5-8. For several years, Dr. John Hubisz has studied errors in middle school physical science texts and concluded that all of the most popular texts currently used in public middle schools are rife with errors (Physics Today, May 2003, p. 50). Unfortunately, many teachers instructing physical science in those grades do not have the necessary background and rely on the texts. This situation struck a chord personally. The text instructs the teacher so that he or she can confidently stand up and explain the material, instead of merely restating the same examples in the text. The book diagrams traditional laboratory experiments, such as pith ball activities, to guide the reader in the basics of electricity and magnetism; it contains Sci-links sites and has virtual lab software to download. Ideally, the teacher would use the text, Sci-links, and labs over the summer to gain a mastery of the material prior to teaching it. In reality, the teacher can use the book as he or she teaches the material.

Help! I'm Teaching Middle School Science. Jill Swango and Sally Boles Steward. (Illus.) Arlington, VA: NSTA Press, 2003. x+132pp. $15.95. 2002153474. ISBN 0-87355-225-3. Index.
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A truly valuable book if you are considering the wonderful world of middle school science. As the authors imply, "if you grab 'em early, you'll have them for the entire year." And the trick is to grab them by "doing" science. Many good suggestions are included regarding evaluations, grouping, assessments and most importantly, safety. There are also tips on how to leave a plan for a substitute and a wonderful Appendix of forms and letters.

How Social and Emotional Development Add Up: Getting Results in Math and Science Education. Norris M. Haynes, Michael Ben-Avie, and Jacque Ensign (Eds.). (Illus.) NY: Teachers College Press, 2003. xvi+192pp. 2002075053. ISBN 0-8077-4306-2. Index; C.I.P.
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This volume is a compilation of articles by researchers and practitioners who strongly support the premise that success in mathematics and science depends on the emotional and social development of students and the environments in which they learn. The contributors represent cognitive psychologists, science educators, education researchers, and classroom teachers, and the articles explore the research on social and emotional learning (SEL), applications of SEL to classroom practice, and successful strategies and partnerships. The importance of inquiry, in both mathematic and science, in relation to student interests is a major theme that ties many of the articles together and supports the national standards in both disciplines. This volume is recommended for curriculum designers, teachers, and school administrators who are committed to improving student perf rmance in science and mathematics.

Inquiring into Inquiry Learning and Teaching in Science. Jim Minstrell and Emily H. Van Zee (Eds.). (Illus.) Washington, DC: American Association for the Advancement of Science, 2000. xx+496pp. $40.00. ISBN 0871686414.
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With the word "inquiry" so widely and variously used by educators today as to be in danger of becoming meaningless, Jim Minstrell and Emily H. Van Zee are to be congratulated for their lucid and successful explication of this important topic. These editors bring together the diverse perspectives of an impressive array of authors, ranging from elementary school teachers, to university faculty, to the president of the National Academy of Sciences. For all those who would make inquiry more than a buzzword in the teaching and learning of science, this book will provide rich resources.

Investigating Safely: A Guide for High School Teachers. Juliana Texley Terry Kwan, and John Summers. (Illus.) Arlington, VA: NSTA Press, 2004. ix+214pp. $22.95. 2004003159. ISBN 0-87355-202-4. Index; C.I.P.
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The wide coverage of this very thorough guide extends from such details as alternative versions of eye protection to recommendations for the design of science classrooms and class schedules. Very practical information is included, such as procedures for disposing of dangerous materials and the desirable area of lab tables.onelineMost experienced teachers need not take the time to read the entire book, since there is a large amount of advice on good teaching practices and other material that is only indirectly related to safety. But every teacher should be familiar with the material in the subject chapter(s) (biology, chemistry, earth science, physics) relevant to his or her teaching, as well as with items included elsewhere that may be important.

Lingo of Learning: 88 Education Terms Every Science Teacher Should Know. Alan Colburn. (Illus.) Arlington, VA: NSTA Press, 2003. xiv+110pp. 2003011664. ISBN 0-87355-228-8. Index; C.I.P.
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Anyone who needs a quick, concise, carefully referenced guide to the goings-on of modern science education must have a copy of this book. The book is divided into eleven chapters, subdivided into concise entries for related groups of each of the 88 science education terms. Each entry describes its "lingo" in simple terms with many examples. For those problem ideas which have conflicting meanings, Colburn explains all sides. Each term is provided with a series of references so that readers may do further, more serious research as needed. This is a book that all science educators and administrators will find useful.

New Science Literacy: Using Language Skills to Help Students Learn Science. Marlene Their, with Bennett Daviss, foreword by Harold Pratt. Westport, CT: Heinemann, 2002. xxi+194pp. $19.00. 2001007441. ISBN 0-325-00459-5. Index; C.I.P.
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The National Science Education Standards and numerous authors have stated that developing scientific literacy should be one of the major goals for science education. Yet, until now, specifically what a science teacher must do to achieve the goal of scientific literacy among his or her students has not been spelled out. Theirs's book is an exception. The book is divided into three parts. In part 1, the author defines scientific literacy and argues that developing scientific literacy is important. In part 2, she discusses implementation strategies for teaching scientific literacy in the classroom. In part 3, the author examines the new scientific literacy with respect to the classroom and beyond. The last chapter provides a chapter-by-chapter summary of the entire book, which pulls everything into perspective.

Nurturing Inquiry: Real Science for the Elementary Classroom. Charles R. Pearce, with a foreword by Wendy Saul. (Illus.) Westport, CT: Heinemann, 1999. xii+148pp. $21.00. 98-52475. ISBN 0-325-00135-9. Index; C.I.P.
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In this small, yet comprehensive, volume, the author displays a deep understanding of how to present intellectual challenges to children in ways that elicit enthusiastic participation, high-level reasoning, and an enduring love of things scientific. Pearce provides his readers with the same balance of freedom and structure that I imagine his students experience. He offers ideas on curriculum, handouts, detailed descriptions of class projects, and techniques of evaluation and assessment. I finished the book knowing that bright and enthusiastic students in our teacher preparation program could apply what they read to their own classrooms.

Organizing Wonder: Making Science Inquiry Work in the Elementary School. Jody S. Hall, et al. (Illus.) Westport, CT: Heinemann, 1998. xvii+110pp. $17.00. 98-10306. ISBN 0-325-00045-X. C.I.P.
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Organizing Wonder is a study of how reform in science education can succeed with standards-based, inquiry-oriented learning. The book begins with an explanation of the project that brought the authors together and the evolution of theoretical groundwork from British origins. Four case studies at varying elementary school levels in Vermont classrooms describe how each teacher began with national standards to select explorations for her class. The studies show how, after lengthy exploration periods, teacher interaction directed student learning to meet national standards. The extremely user-friendly nature of this book makes standards-based, inquiry-oriented science attainable by America's hardworking elementary school teachers, who will hear their own students and their own voices in the detailed studies.

Primary Science: Taking the Plunge: How to Teach Science More Effectively for Ages 5 to 12. Wynne Harlem. (Illus.) Westport, CT: Heinemann, 2001. xiii+140pp. $20.00. 2001039343. ISBN 0-325-00386-6. Index; C.I.P.
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Once again, Wynne Harlen has shown why she is a premiere elementary-science educator. Her new edition of an earlier pivotal book in elementary-science education updates the information provided in the book, but leaves the value that makes it such a useful resource. It is a perfect book for experienced teachers who want more information about teaching elementary science, as well as for those new to the profession. Harlen's emphasis on teachers (a) organizing experiences and materials, (b) asking the right kinds of questions, and (c) helping children to communicate their thinking and developing ideas is perfect for teachers who want a child-centered curriculum that focuses on developing student ideas toward scientific ideas.

Reworking the Workshop: Math and Science Reform in the Primary Grades. Daniel Heuser. (Illus.) Westport, CT: Heinemann, 2002. 182pp. $19.00. 2002004345. ISBN 0-325-00433-1. C.I.P.
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While the workshop format of this volume isn't for all kinds of learners, nor, for that matter, for all kinds of teachers, the author presents workshops as a very hands-on, exploratory way to get learning to sink in. Borrowing from the success of literary workshops, this book provides guidelines and plenty of anecdotes and examples for teaching science and math via a relaxed, constructivist approach. In a volume that is filled with material for both teachers and students, Heuser presents exciting, motivating workshops that do not provide step-by-step teaching instructions, but instead supply many ideas elaborated to an extent where the capable teacher can adapt them to whatever examples or local resources could resonate with the students.

Stepping Up to Science and Math: Exploring the Natural Connections. M. Jenice Goldston. (Illus.) Arlington, VA: 2004. 141pp. $19.95. 2004017785. ISBN 0-87355-252-0. Index; C.I.P.
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Stepping Up to Science and Math, written by the National Science Teachers Association (NSTA), is a great book in today’s era of increased accountability. Teachers are under lots of pressure to teach all of the required curriculum and to achieve high test scores. This book allows them to use concepts through cross-curriculum endeavors. By that means, teachers can use time more efficiently and students can transfer knowledge and skills learned in a variety of settings, an arrangement that is more directly related to real-world situations.

Teaching Science for Social Justice. Angela Calabrese Barton with Jason L. Ermer, Tanahia A. Burkett and Margery D. Osborne. (Illus.; from the Teaching for Social Justice Series.) NY: Teachers College Press, 2003. x+198pp. 2003048445. ISBN 0-8077-4383-6. Index; C.I.P.
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In this book, the author takes urban science and uses it as a tool to help children learn about science, themselves, and their world. The book maps out both social and instructional design issues, so that a teacher trying to impart science in the urban setting has some fuel to drive the content and the context of science instruction. In eight chapters, Barton interlaces personal experiences from her research, curriculum tools, lesson ideas, and social situations into a very stimulating book. This is must-read material for urban science educators.

Tips for the Science Teacher: Research-Based Strategies to Help Students Learn. Hope J. Hartman and Neal A. Glasgow. (Illus.) Thousand Oaks, CA: Corwin Press, 2001. ix+234pp. 2001002190. ISBN 0-7619-7589-6. Index; C.I.P.
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This book addresses a significant need of science teachers: ready access to science education research in a user-friendly format. In this volume, a large body of research is distilled into single-sentence "tips." Following each tip is a description of supporting research. A section entitled "Classroom Applications" provides examples of how the strategy can be implemented, including potential precautions. The strength of this work lies in the concise presentation of a large volume of research. This work is a valuable resource for any science teacher wishing to improve his or her practice.

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