sci en ce and tec hnology edu cati o n
24
NEW IN 2012
International Handbook of Research on Environmental Education Edited by Justin Dillon, Kings College, UK, Michael Brody, Montana State University, USA, Robert Stevenson, University of Buffalo, USA and Arjen E.J. Wals, Wageningen University, the Netherlands The environment and its sustainability are increasingly topics of public interest, political debate, and legislation across the world. Several environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. Therefore, this is an opportune time to review and consolidate the knowledge base of the environmental education (EE) field. The purpose of this 50-chapter, AERA sponsored handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but to also critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed. January 2012: 7 x 10: 608pp Hb: 978-0-415-89238-4: $250.00 Pb: 978-0-415-89239-1: $99.95 For more information, visit: www.routledge.com/9780415892391
The Really Useful Elementary Science Book Jeffrey W. Bloom, Northern Arizona University, USA
Amongst the challenges that elementary teachers may often face as they introduce their students to science is the need to maintain a solid understanding of the many scientific concepts and details themselves. This indispensible resource, intended for pre- and in-service elementary school teachers, provides concise and comprehensible explanation of key concepts across science disciplines. Organized around the National Science Education Standards, the book tackles the full range of the elementary curriculum including life sciences, ecological sciences, physical sciences, and earth sciences. Although not a methods text, the clear and accessible definitions offered by veteran teacher educator Jeffrey Bloom will nonetheless help teachers understand science concepts to the degree to which they can develop rich and exciting inquiry approaches to exploring these concepts with children. Perfect as a companion to any elementary science methods textbook or as a standalone reference for practitioners, The Really Useful Elementary Science Book is a resource teachers will want to reach for again and again.
August 2010: 7 x 10: 224pp Hb: 978-0-415-99808-6: $145.00 Pb: 978-0-415-95819-6: $34.95 eBook: 978-0-203-84840-1 For more information, visit: www.routledge.com/9780415958196
Complimentary Exam Copy
Teaching Science to English Language Learners
Innovating Science Teacher Education
Joyce Nutta, University of Central Florida, USA, Nazan U. Bautista, Miami University, USA and Malcolm B. Butler, University of South Florida, USA
A History and Philosophy of Science Perspective
Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today’s diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques. Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction. Special features: • practical examples of science exercises make applying theory to practice simple when teaching science to ELLs • an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades • graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.
August 2010: 7 x 10: 208pp Hb: 978-0-415-99624-2: $135.00 Pb: 978-0-415-99625-9: $36.95 eBook: 978-0-203-85057-2
Mansoor Niaz, Universidad de Oriente, Venezuela
How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational implications and develops innovative strategies based on actual classroom practice for teaching topics such the nature of science, conceptual change, constructivism, qualitative-quantitative research, and the role of controversies, presuppositions, speculations, hypotheses, and predictions. Field-tested in science education courses, this book is designed to involve readers in critically thinking about the history and philosophy of science and to engage science educators in learning how to progressively introduce various aspects of ”science-in-the-making” in their classrooms, to promote discussions highlighting controversial historical episodes included in the science curriculum, and to expose their students to the controversies and encourage them to support, defend or critique the different interpretations. Innovating Science Teacher Education offers guidelines to go beyond traditional textbooks, curricula, and teaching methods and innovate with respect to science teacher education and classroom teaching. July 2010: 6 x 9: 240pp Hb: 978-0-415-88237-8: $140.00 Pb: 978-0-415-88238-5: $41.95 eBook: 978-0-203-84753-4 For more information, visit: www.routledge.com/9780415882385
Science Education from People for People Taking a Stand(point) Edited by Wolff-Michael Roth, University of Victoria, Canada
Tony Erben, University of Tampa, USA, Ruth Ban, Barry University, USA and Martha Castañeda, Miami University, USA
Contributing to the social justice agenda of redefining what science is and what it means in the lives of real people, this book takes up the challenge of building an approach to science education from the standpoint of the learner. With this orientation to science and scientific literacy, science educators can begin to make inroads into the currently widespread irrelevance of science in the everyday lives of people.
2008: 7 x 10: 240pp Hb: 978-0-415-95767-0: $145.00 Pb: 978-0-415-95768-7: $36.95 eBook: 978-0-203-89442-2
2009: 6 x 9: 232pp Hb: 978-0-415-99554-2: $145.00 Pb: 978-0-415-99555-9: $48.95 eBook: 978-0-203-87844-6
For more information, visit: www.routledge.com/9780415957687
For more information, visit: www.routledge.com/9780415995559
For more information, visit: www.routledge.com/9780415996259
Teaching English Language Learners through Technology
e-Inspection New in Paperback
Companion Website