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Gain fresh insights for teaching, learning, and assessing knowledge of critical science concepts through the exploration of research-based practices for science education.
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Copyright © 2007 by Corwin Press All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities who have purchased the book. Except for that usage, no part of this book may be reproduced or used in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Some material in Chapter 4 comes from Marzano, R. (2003a). Classroom Management That Works. Alexandria, VA: Association for Supervision and Curriculum Development. Reprinted by permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org. For information:
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www.corwinpress.com Sage Publications Ltd. 1 Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom Sage Publications India Pvt. Ltd. B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 India Printed in the United States of America on acid-free paper Library of Congress Cataloging-in-Publication Data Mangan, Margaret Angermeyer. Brain-compatible science / Margaret Angermeyer Mangan. — 2nd ed. p. cm. Includes bibliographical references and index. ISBN 1-4129-3995-X (cloth) — ISBN 1-4129-3996-8 (pbk.) 4
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1. Science—Study and teaching (Elementary) 2. Science—Study and teaching (Secondary) 3. Learning, Psychology of. 4. Brain. I. Title. LB1585.M288 2007 507.1—dc22 2006011648 07 08 09 10 10 9 8 7 6 5 4 3 2 1 Acquisitions editor: Editorial assistant: Production editor: Typesetter: Cover designer: Indexer:
Cathy Hernandez Charline Wu Sanford Robinson C&M Digitals (P) Ltd. Scott Van Atta Julie Grayson
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Contents Preface A Need for Change Metaphors for Reform in Science Education Putting Brain-Based Learning to Work in the Science Classroom A Paradigm Shift Acknowledgments Publisher’s Acknowledgments About the Author Introduction: Envisioning a New Paradigm for Science Education The Old and the New Science A Change in Metaphors Chaos Theory and the New Sciences Reform in Science Education Recurring Themes in Science Reform Science Education Reform Initiatives
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Brain-Based Learning Theory Mind/Brain Principles Nine Essential Classroom Strategies Brain-Based Science Classrooms Implications of Chaos Theory Principles for Science Education Implications of New Science Principles for Science Education SECTION 1 CHAOS THEORY 1. Fractals: A Metaphor for Constructivism, Patterns, and Perspective Background: What Is a Fractal? Implications of Fractals for Brain-Compatible Science Wait for Simple Truths to Reveal Greater Complexities Construct New Meaning From the Old Search for Repeating Patterns and Different Perspectives Application for Brain-Compatible Science Lesson: Changing Perspectives 2. Iteration: A Metaphor for Change in Science Curriculum and Information Management 7
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Background: What Is Iteration? Implications of Iteration for Brain-Compatible Science Emphasize Dynamic Process and Flexibility Look for Similarities in Systems Feed New Information Into the System Application for Brain-Compatible Science Lesson: Magma Mix 3. Sen