MARC Record from Library of Congress

LEADER: 01975cam a22002894a 4500
001 2005028983
003 DLC
005 20060823145342.0
008 051004s2007 njua b 001 0 eng
010 $a 2005028983
020 $a0131144251 (paper back : alk. paper)
020 $a9780131144255
035 $a(OCoLC)ocm61859837
040 $aDLC$cDLC$dBAKER$dC#P$dDLC
042 $apcc
043 $an-us---
050 00 $aQ183.3.A1$bG35 2007
082 00 $a507.1/2$222
100 1 $aGallagher, James Joseph,$d1932-
245 10 $aTeaching science for understanding :$ba practical guide for middle and high school teachers /$cJames J. Gallagher.
260 $aUpper Saddle River, N.J. :$bPearson Merrill Prentice Hall,$cc2007.
300 $aviii, 289 p. :$bill. ;$c28 cm.
504 $aIncludes bibliographical references (p. [278]-282) and indexes.
505 0 $aWhy should we teach science for understanding? -- What does it mean to understand science? -- An initial planning model for teaching science for understanding: first steps in transforming your teaching and students' learning -- Models of teaching science for understanding through inquiry -- Teaching strategies that foster understanding -- Examining Food for plants -- Why is formative assessment essential? -- Criteria to guide planning and teaching science for understanding: an advanced model for planning -- A plan for planning: using criteria to select resources and plan instruction -- Planning a middle school lesson sequence on Newton's second law -- Planning a high school lesson sequence on cells -- Planning a high school lesson sequence on stoichiometry -- Planning a high school lesson sequence on refraction -- Planning a high school lesson sequence on weather -- Continuing your professional development.
650 0 $aScience$xStudy and teaching$zUnited States.
650 0 $aScience teachers$zUnited States.
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/toc/ecip061/2005028983.html