Enhanced descriptions from Syndetics:

Focusing on the teaching and learning of science concepts at the elementary and high school levels, this volume bridges the gap between state-of-the-art research and classroom practice in science education. The contributors -- science educators, cognitive scientists, and psychologists -- draw clear connections between theory, research, and instructional application, with the ultimate goal of improving science teachers' effectiveness in the classroom. Toward this end, explicit models, illustrations, and examples drawn from actual science classes are included.

Table of contents provided by Syndetics

• Preface (p. vii)
• List of Contributors (p. ix)
• 1 Frameworks for Learning Science (p. 1)
• 1 A Constructive View of Learning Science (p. 3)
• References (p. 18)
• 2 Learning-Theory-Based Science Teaching (p. 21)
• Conclusion (p. 34)
• Acknowledgment (p. 34)
• References (p. 35)
• Appendix A the Teaching Model Applied to Biology (p. 36)
• 3 A Conceptual Change Model of Learning Science (p. 43)
• Acknowledgments (p. 62)
• References (p. 62)
• 4 Students' Conceptual Frameworks: Consequences for Learning Science (p. 65)
• References (p. 83)
• Ii Conceptual Development and Learning Science (p. 87)
• 5 Developmental Patterns in Students' Understanding of Physics Concepts (p. 89)
• 6 Developing Students' Understanding of Chemical Concepts (p. 117)
• Acknowledgments (p. 145)
• References (p. 145)
• 7 Conceptual Development in Astronomy (p. 149)
• Acknowledgments (p. 176)
• References (p. 176)
• 8 Children's Biology: Studies on Conceptual Development in the Life Sciences (p. 179)
• References (p. 199)
• Iii Methods and Media for Learning Science (p. 203)
• 9 Science Activities, Process Skills, and Thinking (p. 205)
• 10 Explaining Science Concepts: A Teaching-With- Analogies Model (p. 219)
• References (p. 239)
• 11 Learning Science in Software Microworlds (p. 241)
• Appendix Computer Software (p. 257)
• Author Index (p. 259)