| Table of Contents |
| 1 | Classroom Case Narratives as Pedagogical and Research Tools in Science Education | 1 |
| | | The Need for Cases: Questions of Purpose | 3 |
| | | Historical Emergence of Cases in Education and Science Teacher Education | 4 |
| | | The Use of Cases: A Question of Context | 5 |
| | | Pedagogical and Philosophical Underpinnings of the Casebook: Epistemological Tensions | 8 |
| | | Nature of the Cases in This Book | 8 |
| 2 | Adolescent Learners in Science | 13 |
| | Case 2.1 | While the Animals Sleep / Jo Quintenz, Julie A. Luft | 15 |
| | Case 2.1 | Let Students Propose School-Home Culture Connections / Maureen Boyd, Tuller Jan Merrifield | 17 |
| | Case. 2.2 | Night and Day with Jason / Eric J. Pyle | 19 |
| | Case 2.2 | Reflections on My Work with Jason / Eric J. Pyle | 21 |
| | Case 2.2 | Critical Issues in Working with Jason / Yvette Q. Getch | 23 |
| | Case 2.2 | Trying to Resolve Jason's Problem / Kevin D. Finson | 24 |
| | Case 2.3 | Scientists Like Me / Katherine C. Wieseman | 26 |
| | Case 2.3 | Helping Students Connect with Science / Katherine C. Wieseman | 28 |
| | Case 2.3 | Science Is Social and Political / Deborah J. Tippins | 30 |
| | Case 2.4 | How Jonah Got Swallowed by the Whale of Apathy While Kip Kept Clinging to the Ship / Cherine LeBlanc Schaaf | 31 |
| | Case 2.4 | I Taught Jonahs and Kips, Too / Lee Meadows | 36 |
| 3 | Reform and Science Curriculum | 41 |
| | Case 3.1 | Too Much Content, Not Enough Time / John Karl Kemper | 43 |
| | Case 3.1 | Time and Content on the Block / Miriam Jordan | 45 |
| | Case 3.1 | What to Teach on the Block? / Dava C. Coleman | 47 |
| | Case 3.2 | Does It Matter Beyond My School? / Michael J. Padilla | 50 |
| | Case 3.2 | Does it Matter Beyond My School? - Indeed It Does! / Frank E. Crawley | 54 |
| | Case 3.3 | Fixing the Engine While Driving 65 MPH / Gloria "Brownie" Lindner | 57 |
| | Case 3.3 | Change Happens with Buy-In / Gail Paulin | 60 |
| 4 | Planning for Science Instruction | 65 |
| | Case 4.1 | The Enemy of Understanding Is Coverage / Elaine R. Homestead, P. Elizabeth Pate | 67 |
| | Case 4.1 | Vital Context for Science Vigor / Gert Nesin | 70 |
| | Case 4.2 | Creative Planning Carried the Day / Thomas R. Koballa, Jr. | 71 |
| | Case 4.2 | I Empathize and Agree with Jake / Barbara Rascoe | 74 |
| | Case 4.3 | Be Prepared! / Sandra K. Abell | 75 |
| | Case 4.3 | Change Is Not an Easy Thing / Thomas R. Koballa, Jr. | 78 |
| 5 | Organizing a Positive Learning Environment | 81 |
| | Case 5.1 | Where's the Science? / Mark J. Volkmann | 84 |
| | Case 5.1 | Important Goals of Project-Centered Teaching / James J. Gallagher | 88 |
| | Case 5.2 | Help Can Sometimes Lead to Problematic Situations / William Veal | 91 |
| | Case 5.2 | Laboratory Safety Is Every Teacher's Responsibility / William Veal | 94 |
| | Case 5.2 | Thoughtful Science Safety / Darwin W. Smith | 95 |
| | Case 5.3 | Creating Objects of Meaning in Science / Bonnie Shapiro | 97 |
| 6 | Learning in the Science Classroom | 111 |
| | Case 6.1 | Corn Kernels, Critical Thinking, and Classroom Control / Carolyn W. Keys, Melissa Dunavant | 113 |
| | Case 6.1 | Reflections on Student Real-World Problem Solving / Melissa Dunavant | 115 |
| | Case 6.1 | Helping Students Become Problem Solvers Is Well Worth the Challenge / Carolyn W. Keys | 116 |
| | Case 6.2 | Ms. Davis Sparks John's Understanding / Shawn M. Glynn | 118 |
| | Case 6.2 | Analogies Are Never Perfect, But Darn Useful / Nita A. Paris | 123 |
| | Case 6.3 | Social Constructivism: A Referent for Thinking About Teaching or a Way to Teach? / Kenneth Tobin | 125 |
| | Morrell's Prelesson Views | 125 |
| | Ken Tobin's Notes on the Class Problem | 126 |
| | Case 6.3 | Perspectives on the Cutting Edge of Learning / Kenneth Tobin | 128 |
| | Morrell's Postlesson Views: Critique of the Prisoner and the Guillotine | 131 |
| | Conscious and Unconscious Teaching | 132 |
| 7 | Learning in the Laboratory and Informal Settings | 135 |
| | Case 7.1 | A Pressure-Packed Problem / Steven Fleming | 137 |
| | Case 7.1 | Reflections on My Pressure-Packed Problem / Steven Fleming | 139 |
| | Case 7.1 | Build Conceptual Knowledge Before Laboratory Work / Eugene L. Chiappetta | 140 |
| | Case 7.1 | Active Engagement Doesn't Always Equal Learning / Rachel Williamson | 141 |
| | Case 7.2 | Expect the Unexpected When Teaching Science Outdoors / Michael Kamen | 143 |
| | Case 7.2 | Balancing the Benefits and Costs of Outdoor Learning / Teresa S. Coker | 146 |
| | Case 7.3 | Shining the Light on Constructivistic Activities / Jill Bailer | 148 |
| | Case 7.3 | Constructivist Teaching Is Like Building a Jigsaw Puzzle / Eugene L. Chiappetta | 150 |
| | Case 7.3 | Constructivism: A Guiding Light / Andrew C. Kemp | 151 |
| 8 | Controversial Issues in the Science Classroom | 155 |
| | Case 8.1 | I Like Spotted Owl Almost as Much as Fried Chicken! / Norman G. Lederman | 157 |
| | Case 8.1 | Why Not Consider Dialogue Instead of Debate? / Stephanie L. Cannon, Sajin Chun, Pamela J. Kitchens | 162 |
| | 8.2 | Feeling Sorry for Stephen / Kimberly L. Harmelink | 164 |
| | Case 8.2 | Stephen Hawking, Cosmology, and God in High School / Harry L. Shipman | 166 |
| | Case 8.3 | Religion or Science: Revisiting the Scopes Trial in Seventh Grade / Joseph Conti, P. Elizabeth Pate | 168 |
| | Case 8.3 | Joe's Reflections on Debating Evolution / Joseph Conti | 171 |
| | Case 8.3 | Teaching Evolution: Debate Versus Discussion / Lawrence C. Scharmann | 172 |
| | Case 8.4 | Broken Blood Lines / Ava L. Bozeman | 174 |
| | Case 8.4 | Real Science May Lead to Unexpected Outcomes / John E. Penick | 176 |
| 9 | The Role of Technology in Science Teaching and Learning | 181 |
| | Case 9.1 | Does World Wide Web Surfing Guarantee Learning? / Joseph L. Hoffman | 184 |
| | Case 9.1 | Using the World Wide Web to Support Student Inquiry / Joseph L. Hoffman, Joseph Krajcik, Elliot Soloway | 188 |
| | Case 9.2 | Learning About Newton's Third Law Through Linguine / Sharon E. Nichols, Glenda Bell | 194 |
| | Case 9.2 | Marilyn's Decisions About Using Cooperative Learning / M. Jenice "Dee" Goldston | 197 |
| | Case 9.2 | Design Technology and Science: The Perfect Partners / Robert C. Wicklein | 199 |
| | Case 9.3 | Making the Most of Limited Computer Technology with At-Risk Middle School Students / David F. Jackson | 201 |
| | Case 9.3 | With a Little Technology, Can At-Risk Students Succeed? / David F. Jackson | 207 |
| | Case 9.3 | I Faced Bridget's Dilemmas as a Ninth-Grade Teacher / Morgan B. Nolan | 208 |
| 10 | Assessment in Science | 213 |
| | Case 10.1 | Making the Grade: What Is Assessment Without a Test? / Carol Brisco | 216 |
| | Case 10.1 | Is Testing Appropriate When Authority Is Shared? / Mark A. Templin | 220 |
| | Case 10.2 | The Problem with Tyler's Grade / Dava C. Coleman | 222 |
| | Case 10.2 | Scoring Tables and Rubrics Working Together / David L. Radford | 225 |
| | Case 10.3 | Against the Grade: Students' Assessment of Learning / Wolff-Michael Roth | 227 |
| | Case 10.3 | Reflecting on the Change Role in Assessment / Wolff-Michael Roth | 231 |
| | Case 10.4 | Standards Are Needed, But What Should They Be? / Norman Thomson | 233 |
| | Case 10.4 | Assessment Is Always Affected by Culture / Lynn A. Bryan | 236 |
| | What Expectations Are Appropriate, and Who Determines So? | 236 |
| | The Meaning of Grades | 237 |
| | Cultural Contexts of Decision Making | 237 |
| 11 | Student Teaching and Mentoring | 241 |
| | Case 11.1 | Walking the Tightrope Between the World of Academia and the World of Work / J. Randy McGinnis | 244 |
| | Case 11.1 | Fundamental Questions of the Science Teaching Profession / Ronald D. Simpson | 248 |
| | Case 11.1 | Play on the Strengths of the Middle School / Melissa A. Warden | 249 |
| | Case 11.2 | Mentoring Whispers / Randi Nevins Stanulis, Alice Sampson | 251 |
| | Case 11.2 | Bravely Charting Your Professional Growth / Julie Gess-Newsome | 256 |
| | Case 11.3 | When It's My Turn, I'll Be Able to Teach My Way! / Lynn A. Bryan, Belinda Gibson | 258 |
| | Emily, the Science Enthusiast | 261 |
| | Emily's Journey Begins | 262 |
| | The Aftermath | 263 |
| | Case 11.3 | Early Communication Can Help / Barbara A. Crawford | 265 |
| 12 | Science Teacher Education: Exploring the Paradoxes and Possibilities of Case-Based Instruction | 269 |
| | | Creating Your Own Cases | 270 |
| | | Writing an Open Case | 271 |
| | | Writing Solutions to an Open Case | 272 |
| | | Writing a Closed Case | 272 |
| | | Writing Responses to a Closed Case | 273 |
| | | Facilitating Group Discussion of Cases | 274 |
| | Index | 277 |
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