National Academies Press: OpenBook

Resources for Teaching Middle School Science (1998)

Chapter: PART 3. REFERENCE MATERIALS

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Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
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Reviewing resources

Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
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PART 3
REFERENCE MATERIALS

Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×

PART 3
OVERVIEW

Part 3, "Reference Materials," consists of annotated lists of reference books and periodicals to which the middle school science teacher can turn for assistance in teaching hands-on, inquiry-centered science. The lists are as follows: "Books on Teaching Science," chapter 7; "Science Book Lists and Resource Guides," chapter 8; and "Periodicals," chapter 9.

Chapter 7, "Books on Teaching Science," includes almost 50 titles that offer guidance in learning theory and pedagogical techniques. The reference materials selected for this chapter vary in length, style, purpose, and approach. A few of the many topics that they address include these:

  • science standards, their implementation in the classroom, and their implications in terms of the special educational needs of students with disabilities;

  • the theory and practice of activity-based, inquiry-centered science learning and teaching;

  • assessment in science education for early adolescents, the role of assessment in science education reform, performance-based assessment strategies, and the improvement of techniques for measuring and evaluating outcomes of science instruction in the classroom;

  • practical issues, such as organizing barrier-free classrooms, assuring laboratory safety in grades 6 through 12, and keeping small animals in the classroom;

Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
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  • strategies for helping middle school science teachers incorporate cooperative learning effectively and develop lessons and activities that encourage problem-solving and higher-level thinking skills; and

  • professional development needs and opportunities for middle school science teachers.

Chapter 8, "Science Book Lists and Resource Guides," focuses on almost 40 directories and guides produced by organizations as diverse in their expertise as the World Wildlife Fund, the Smithsonian Office of Education, the American Library Association, the California Foundation for Agriculture in the Classroom, and the Mississippi-Alabama Sea Grant Consortium. The authoritative reference works annotated in chapter 8 provide teachers with titles, reviews, and recommendations for books, materials, and other resources, as well as information on how to select and obtain what they need for teaching middle school science.

Among the directories annotated in the chapter are—

  • bibliographies and reviews of publications and films for middle school students, including lists of trade books highly recommended to satisfy the interests and academic needs of students in grades 6 through 8 in science and mathematics;

  • guides to science equipment and material resources;

  • guides to resources in electronic formats, including a comprehensive directory of computer software for preschool through college;

  • a directory of Internet resources, including science resources suitable for K-12 students;

  • directories of key personnel at various organizations, including educational research centers, environmental organizations and conservation agencies, and state and federal agencies of interest to those in middle school science.

A final category of reference materials is presented in chapter 9, "Periodicals." This chapter contains annotations for almost 60 magazines. It includes titles not only for middle school science teachers but for their students as well. The annotations indicate the grade level for which each title is recommended.

Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
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The periodicals annotated in chapter 9 were chosen for their excellence as instructional tools, for the quality of their articles and stories on scientific topics, for their appeal to young adolescents, and for their adaptability to classroom use. They offer current information in the sciences, ideas and activities for science teaching, and engaging reading matter for students. The variety of periodicals annotated in chapter 9 includes, for example—

  • magazines for middle school science teachers that include features on "big ideas" in mathematics and science education; a periodical containing articles by teachers about hands-on learning, problem solving, and a multidisciplinary approach to teaching science and mathematics;

  • an international journal of research in science education; a journal designed to further understanding of intermediate education and the implementation of effective practices at the middle school level; a periodical on innovations in science teaching, current developments in science, and classroom projects and experiments; a journal that addresses the needs of both new and veteran middle school teachers;

  • publications by science educators and scientists that cover news, research, and issues related to specific disciplines or fields, such as aerospace, astronomy, biology, chemistry, physics, and earth sciences;

  • publications on electronic learning that focus on educational technology, including in-depth reviews of software and hardware, information on new products available to educators, coverage of all aspects of precollege educational technology such as telecommunications/distance learning, computer literacy, and hypermedia/multimedia;

  • student periodicals that cover a wide range of topics—from science news, science careers, and competitions and experiments to natural history, marine biology, the environment, wildlife, space travel, technology, and achievements of young people and adults.

The listings in chapters 7 through 9 are not exhaustive. Teachers are encouraged to

Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×

keep their eyes open for new or other publications for their own lists of references. The absence of any volume or periodical from these lists is not intended as a comment on its quality or usefulness.

Insofar as possible, the most current edition of a publication is annotated in part 3. However, later editions of some volumes, particularly annual or biannual directories, may have appeared after the text of Resources for Teaching Middle School Science was completed.

Ordering Information

Prices for the books and periodicals in chapters 7 through 9 are given in the annotations. Costs for shipping and handling are not included. The addresses, telephone and fax numbers, and e-mail addresses, when available, for publishers of these materials are in appendix A, "Publishers and Suppliers."

Every effort was made to provide accurate, up-to-date ordering information. However, because of frequent changes in company names, addresses, and telephone and fax numbers, readers may wish to consult annually updated directories, such as NSTA Science Education Suppliers (see 8.22), or standard reference directories such as Books in Print from their local libraries or bookstores.

Likewise, because prices and availability may change, readers should check the prices of publications or supplies listed before placing an order. They are encouraged to contact publishers directly for current ordering information (including shipping charges). In some cases, discounts or special rates may be available to schools and educators.

Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×
Page 262
Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×
Page 263
Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×
Page 264
Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×
Page 265
Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×
Page 266
Suggested Citation:"PART 3. REFERENCE MATERIALS." Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1998. Resources for Teaching Middle School Science. Washington, DC: The National Academies Press. doi: 10.17226/5774.
×
Page 267
Next: 7. Books on Teaching Science »
Resources for Teaching Middle School Science Get This Book
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With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them.

Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards.

This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers.

The curriculum materials in the new guide are grouped in five chapters by scientific area--Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type--core materials, supplementary units, and science activity books.

Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information.

The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus.

In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students.

Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance.

Authoritative, extensive, and thoroughly indexed--and the only guide of its kind--Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents.

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