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BOOK
Title Cases in middle and secondary science education : the promise and dilemmas / [edited by] Thomas R. Koballa, Jr., Deborah J. Tippins.
Imprint Upper Saddle River, N.J. : Merrill, [2000]
©2000

LOCATION CALL # STATUS MESSAGE
 MUSKINGUM STACKS  Q181 .C348 2000    AVAILABLE  
LOCATION CALL # STATUS MESSAGE
 MUSKINGUM STACKS  Q181 .C348 2000    AVAILABLE  
Subject Science -- Study and teaching (Middle school) -- Case studies.
Science -- Study and teaching (Secondary) -- Case studies.
Genre/Form Case studies.
Alt Name Koballa, Thomas R., Jr.
Tippins, Deborah J.
Description xvi, 281 pages : illustrations ; 24 cm
Bibliography Note Includes bibliographical references and index.
ISBN 0130824682
OCLC # 41165222
Table of Contents
1Classroom Case Narratives as Pedagogical and Research Tools in Science Education1
  The Need for Cases: Questions of Purpose3
  Historical Emergence of Cases in Education and Science Teacher Education4
  The Use of Cases: A Question of Context5
  Pedagogical and Philosophical Underpinnings of the Casebook: Epistemological Tensions8
  Nature of the Cases in This Book8
2Adolescent Learners in Science13
 Case 2.1While the Animals Sleep / Jo Quintenz, Julie A. Luft15
 Case 2.1Let Students Propose School-Home Culture Connections / Maureen Boyd, Tuller Jan Merrifield17
 Case. 2.2Night and Day with Jason / Eric J. Pyle19
 Case 2.2Reflections on My Work with Jason / Eric J. Pyle21
 Case 2.2Critical Issues in Working with Jason / Yvette Q. Getch23
 Case 2.2Trying to Resolve Jason's Problem / Kevin D. Finson24
 Case 2.3Scientists Like Me / Katherine C. Wieseman26
 Case 2.3Helping Students Connect with Science / Katherine C. Wieseman28
 Case 2.3Science Is Social and Political / Deborah J. Tippins30
 Case 2.4How Jonah Got Swallowed by the Whale of Apathy While Kip Kept Clinging to the Ship / Cherine LeBlanc Schaaf31
 Case 2.4I Taught Jonahs and Kips, Too / Lee Meadows36
3Reform and Science Curriculum41
 Case 3.1Too Much Content, Not Enough Time / John Karl Kemper43
 Case 3.1Time and Content on the Block / Miriam Jordan45
 Case 3.1What to Teach on the Block? / Dava C. Coleman47
 Case 3.2Does It Matter Beyond My School? / Michael J. Padilla50
 Case 3.2Does it Matter Beyond My School? - Indeed It Does! / Frank E. Crawley54
 Case 3.3Fixing the Engine While Driving 65 MPH / Gloria "Brownie" Lindner57
 Case 3.3Change Happens with Buy-In / Gail Paulin60
4Planning for Science Instruction65
 Case 4.1The Enemy of Understanding Is Coverage / Elaine R. Homestead, P. Elizabeth Pate67
 Case 4.1Vital Context for Science Vigor / Gert Nesin70
 Case 4.2Creative Planning Carried the Day / Thomas R. Koballa, Jr.71
 Case 4.2I Empathize and Agree with Jake / Barbara Rascoe74
 Case 4.3Be Prepared! / Sandra K. Abell75
 Case 4.3Change Is Not an Easy Thing / Thomas R. Koballa, Jr.78
5Organizing a Positive Learning Environment81
 Case 5.1Where's the Science? / Mark J. Volkmann84
 Case 5.1Important Goals of Project-Centered Teaching / James J. Gallagher88
 Case 5.2Help Can Sometimes Lead to Problematic Situations / William Veal91
 Case 5.2Laboratory Safety Is Every Teacher's Responsibility / William Veal94
 Case 5.2Thoughtful Science Safety / Darwin W. Smith95
 Case 5.3Creating Objects of Meaning in Science / Bonnie Shapiro97
6Learning in the Science Classroom111
 Case 6.1Corn Kernels, Critical Thinking, and Classroom Control / Carolyn W. Keys, Melissa Dunavant113
 Case 6.1Reflections on Student Real-World Problem Solving / Melissa Dunavant115
 Case 6.1Helping Students Become Problem Solvers Is Well Worth the Challenge / Carolyn W. Keys116
 Case 6.2Ms. Davis Sparks John's Understanding / Shawn M. Glynn118
 Case 6.2Analogies Are Never Perfect, But Darn Useful / Nita A. Paris123
 Case 6.3Social Constructivism: A Referent for Thinking About Teaching or a Way to Teach? / Kenneth Tobin125
 Morrell's Prelesson Views125
 Ken Tobin's Notes on the Class Problem126
 Case 6.3Perspectives on the Cutting Edge of Learning / Kenneth Tobin128
 Morrell's Postlesson Views: Critique of the Prisoner and the Guillotine131
 Conscious and Unconscious Teaching132
7Learning in the Laboratory and Informal Settings135
 Case 7.1A Pressure-Packed Problem / Steven Fleming137
 Case 7.1Reflections on My Pressure-Packed Problem / Steven Fleming139
 Case 7.1Build Conceptual Knowledge Before Laboratory Work / Eugene L. Chiappetta140
 Case 7.1Active Engagement Doesn't Always Equal Learning / Rachel Williamson141
 Case 7.2Expect the Unexpected When Teaching Science Outdoors / Michael Kamen143
 Case 7.2Balancing the Benefits and Costs of Outdoor Learning / Teresa S. Coker146
 Case 7.3Shining the Light on Constructivistic Activities / Jill Bailer148
 Case 7.3Constructivist Teaching Is Like Building a Jigsaw Puzzle / Eugene L. Chiappetta150
 Case 7.3Constructivism: A Guiding Light / Andrew C. Kemp151
8Controversial Issues in the Science Classroom155
 Case 8.1I Like Spotted Owl Almost as Much as Fried Chicken! / Norman G. Lederman157
 Case 8.1Why Not Consider Dialogue Instead of Debate? / Stephanie L. Cannon, Sajin Chun, Pamela J. Kitchens162
 8.2Feeling Sorry for Stephen / Kimberly L. Harmelink164
 Case 8.2Stephen Hawking, Cosmology, and God in High School / Harry L. Shipman166
 Case 8.3Religion or Science: Revisiting the Scopes Trial in Seventh Grade / Joseph Conti, P. Elizabeth Pate168
 Case 8.3Joe's Reflections on Debating Evolution / Joseph Conti171
 Case 8.3Teaching Evolution: Debate Versus Discussion / Lawrence C. Scharmann172
 Case 8.4Broken Blood Lines / Ava L. Bozeman174
 Case 8.4Real Science May Lead to Unexpected Outcomes / John E. Penick176
9The Role of Technology in Science Teaching and Learning181
 Case 9.1Does World Wide Web Surfing Guarantee Learning? / Joseph L. Hoffman184
 Case 9.1Using the World Wide Web to Support Student Inquiry / Joseph L. Hoffman, Joseph Krajcik, Elliot Soloway188
 Case 9.2Learning About Newton's Third Law Through Linguine / Sharon E. Nichols, Glenda Bell194
 Case 9.2Marilyn's Decisions About Using Cooperative Learning / M. Jenice "Dee" Goldston197
 Case 9.2Design Technology and Science: The Perfect Partners / Robert C. Wicklein199
 Case 9.3Making the Most of Limited Computer Technology with At-Risk Middle School Students / David F. Jackson201
 Case 9.3With a Little Technology, Can At-Risk Students Succeed? / David F. Jackson207
 Case 9.3I Faced Bridget's Dilemmas as a Ninth-Grade Teacher / Morgan B. Nolan208
10Assessment in Science213
 Case 10.1Making the Grade: What Is Assessment Without a Test? / Carol Brisco216
 Case 10.1Is Testing Appropriate When Authority Is Shared? / Mark A. Templin220
 Case 10.2The Problem with Tyler's Grade / Dava C. Coleman222
 Case 10.2Scoring Tables and Rubrics Working Together / David L. Radford225
 Case 10.3Against the Grade: Students' Assessment of Learning / Wolff-Michael Roth227
 Case 10.3Reflecting on the Change Role in Assessment / Wolff-Michael Roth231
 Case 10.4Standards Are Needed, But What Should They Be? / Norman Thomson233
 Case 10.4Assessment Is Always Affected by Culture / Lynn A. Bryan236
 What Expectations Are Appropriate, and Who Determines So?236
 The Meaning of Grades237
 Cultural Contexts of Decision Making237
11Student Teaching and Mentoring241
 Case 11.1Walking the Tightrope Between the World of Academia and the World of Work / J. Randy McGinnis244
 Case 11.1Fundamental Questions of the Science Teaching Profession / Ronald D. Simpson248
 Case 11.1Play on the Strengths of the Middle School / Melissa A. Warden249
 Case 11.2Mentoring Whispers / Randi Nevins Stanulis, Alice Sampson251
 Case 11.2Bravely Charting Your Professional Growth / Julie Gess-Newsome256
 Case 11.3When It's My Turn, I'll Be Able to Teach My Way! / Lynn A. Bryan, Belinda Gibson258
 Emily, the Science Enthusiast261
 Emily's Journey Begins262
 The Aftermath263
 Case 11.3Early Communication Can Help / Barbara A. Crawford265
12Science Teacher Education: Exploring the Paradoxes and Possibilities of Case-Based Instruction269
  Creating Your Own Cases270
  Writing an Open Case271
  Writing Solutions to an Open Case272
  Writing a Closed Case272
  Writing Responses to a Closed Case273
  Facilitating Group Discussion of Cases274
 Index277