description: Science Teaching/Science Learning, based on a model professional development program, gives powerful proof that urban teachers can ignite curiosity and promote deep understanding in children when provided with the necessary intellectual infrastructure—including a complex balance of increased science knowledge, a safe environment for professional experimentation, and a long-term interaction with colleagues. The ensuing invigoration and renewed dedication of program participants belies the inevitability of the projected national science teacher shortage. Harcombe breaks new ground demonstrating that when professional teacher development is based on constructivist learning theory and framed in the knowledge domain of the sciences, it empowers teachers to dramatically change what they know, how they teach, and what their students learn. “In this lively and informative report from the front lines of education reform, Dr. Harcombe brings us face to face with many of the central issues that we now face as a nation obsessed with the quality of our children’s education. In a novel approach, enriched by her skills as a scientist, the private journals of experienced teachers struggling with the challenge of changing their view of science teaching are skillfully interleaved with carefully selected analyses from the education reform literature. No one who reads this book can be fooled again by proposed quick fixes, or fail to be impressed by the talent, dedication, and professionalism required to be a successful teacher in our schools today.”— Bruce Alberts, President, National Academy of Sciences, Washington, D. C."For the interested parent or teacher who worries about the buzz words ‘inquiry’ or ‘hands-on’ or ‘constructivism’ this is a definitive clarification."— Leon M. Lederman , Nobel Laureate in Physics and former Director of the Fermi National Accelerator Laboratory"Early in the 20th century, Alfred North Whitehead urged teachers to teach fewer topics in greater depth. Here we have a powerful story of teachers doing just that and also learning to use hands-on experimentation, peer support, mentoring, in-depth discussion, and enhanced knowledge of how students learn. A terrific model for today's science classrooms."— Nel Noddings , Lee Jacks Professor of Education Emerita, Stanford University
language: English
title: Science Teaching/Science Learning: Constructivist Learning in Urban Classrooms
titlecomplete: Science Teaching/Science Learning: Constructivist Learning in Urban Classrooms (Ways of Knowing in Science and Mathematics Series)
ratings_count: 1
publisher: Teachers College Press