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What Successful Science Teachers Do

What Successful Science Teachers Do
75 Research-Based Strategies

Foreword by Page Keeley

August 2012 | 272 pages | Corwin
Using the very successful format of the What Successful Teachers Do series, Neal Glasgow, Michele Cheyne, and Randy Yerrick present 75 research-based strategies for effective science instruction. Each strategy includes a brief description of the research, the classroom applications, possible pitfalls during implementation, and the source citations for those who want to learn more. These strategies allow secondary science teachers to differentiate instruction within an inquiry approach. Readers will learn how to:

- Engage students in inquiry-based science

- Promote collaborative learning

- Incorporate technology into activities and assignments

- Use formative assessment to engage students in content and instruction

- Develop culturally responsive practices that invite contributions from diverse students

- Build students' scientific literacy and reasoning skills

- Involve parents in their children's science learning.

Foreword by Page Keeley
About the Authors
1. General Science Instruction
Encourage Students to Become More Involved and Interested in Science

Guide Students to Engage in Science-Appropriate Discourse

Utilize Graphic Organizers in Your Classroom

Increase Depth of Coverage to Improve Student Learning

Foster Self-Efficacy and Motivation in Your Students

Challenge Your Students With Different Levels of Questioning

Try Using the 5E Instructional Model

Support Your Students to Engage Effectively in Disciplinary Argumentation

Utilize Mind Mapping to Improve Student Achievement

Test Students' Ideas to Facilitate Reasoning Skills

Create an Emotionally Positive Science Classroom Environment

Engage Students Who Have a History of Poor School Achievement

Include Students With Special Needs in Student-Centered Instruction

2. Scientific Inquiry and Laboratory Experience
Engage Your Students in Inquiry-Based Science

Teach Model-Based Inquiry Over the Scientific Method

Use Problem-Based Learning to Introduce Students to Inquiry-Based Science

Implement Inquiry-Based Instruction in Low-Track Classes

Attain Educational Goals Through Laboratory Experiences

Convert Traditional Labs to Inquiry-Based Activities

Align the Goals of Dissection to the Curriculum

3. Collaborative Teaching and Learning
Fine-Tune Collaborative Student Relationships With the Socratic Seminar

Teach Your Students Collaborative Strategies and Skills

Utilize Formal Cooperative Learning Methods in the Classroom

Introduce Students to Constructive, Cooperative, and Academic Controversy

Communicate Beyond the Classroom by Using Electronic Pen Pals

4. Utilizing Technology for the Classroom and Professional Development
Add Technological Tools to Your Students' Learning

Put Your Students' Internet Skills to Use in the Classroom

Use Technology to Accommodate Students' Different Learning Styles

Give Students Opportunities to Use Media Production for Classwork

Incorporate Mobile Technology into Student Assignments

Model Inquiry With Students Using Limited Resources

Update Your Approach to Literacy-Related Content Activities

Foster Literacy Development Through Visual Texts and Media

Utilize Portable Media Players to Bring Exemplary Resources Into Teaching

Find Opportunities to Record Yourself Teaching to Share With Peers

5. Science Assessment
Look at Formative Assessment in a Coherent and Cohesive Way

Use Standards-Based Inquiry to Prepare Students for Standards-Based Tests

Align Instruction and Assessment Tools to State Curriculum Standards

Utilize Formative Assessment to Better Engage Students in Content and Instruction

Add a Classroom Response System for Instant Formative Assessment

Design Formative Assessment for Data to Inform Instruction

Encourage Assigned Textbook Reading by Giving Open-Book Tests

Focus on Students' Writing Strengths

6. Culturally Responsive Teaching and Learning
Avoid Culturally Stereotyping Science Students

Make Academic Success Your First Priority for All Students

Reach Out to Students From Unfamiliar Cultural and Linguistic Backgrounds

Structure Homework for Success for Students From Nondominant Backgrounds

Develop Science Standards With a Multicultural Perspective

Broaden Discourse Opportunities to Invite a Diverse Range of Contributions

Provide Diverse Learning Opportunities for Student Discourse

Manage and Change Your Students' Misconceptions

Guide Students to Choose Authentic Problems to Solve

Utilize Meaningful Cues With Your English Language Learners

Provide ELLs With Opportunities for Extended Interactions in Group Work

7. The Complex Nature of the Gender Gap in Science
Examine the Evolving Nature of Gender Issues in Science Classrooms

Change the Opportunities and Experiences of Girls in the Science Classroom

Represent Science in Ways That Encourage Girls to Stay Interested

Improve Attitudes Toward Science Through STS Approaches

8. Science and Literacy
Address the Three Key Elements of Reading Fluency in Science Instruction

Use Scaffolding to Improve Science Reading Comprehension

Consider Reading as Inquiry With Primary Literature

Focus on Developing Scientific Literacy and Student Reasoning

Use Paraphrasing to Promote Reading Comprehension in Science Textbooks

Utilize Think-Alouds to Reveal Students' Thought Processes While Reading

Select Commercial Reading Programs That Can Improve Scientific Literacy

Use a Variety of Print Materials to Inspire Student Reading and Writing

Expand Vocabulary Instruction to Improve Comprehension and Motivation

Use Students' Native Languages in Science Literacy Instruction

9. Families and Science Instruction
Avoid the "Blame Game" Mindset

Involve Low-Income Parents in Their Children's Academic Learning

Understand How Homework Can Present Problems for Students and Families

Change Parents' Attitudes Toward Science to Change Students' Attitudes

Involve Community Members in Learning to Explore Home-Based Discourse

Recognize the Diverse Needs of Language-Minority Students and Families

Consider Parental Responses to a Child's Learning Disability


"This book encompasses an extensive collection of strategies supported by research and enhanced with practical classroom applications. I recommend it a must-have for novice teachers, mentoring struggling teachers, and refreshing, enhancing experienced teachers in their practice of the art and craft of teaching today’s and tomorrow’s learners."

J-Petrina Puhl, Secondary Science Teacher
Robert McQueen High School, Reno, NV

"The research is strong and well presented. The book addresses all aspects of science education and focuses on developing scientific thinkers."

Loukea Kovanis-Wilson, Chemistry Instructor
Clarkston High School, Clarkston, MI

"Bridging the gap in science education between research and practice just got easier, due to this organized guide to research-based science teaching strategies."

CHOICE, May 2011
American Libraries Association

"I found several strategies mentioned to be helpful to my own practice and tried them right away with immediate success. For example, in addition to including the unit objectives in an email to parents concerning an upcoming test, I will include suggestions on ways parents can help their children prepare."

Deanna Brunlinger, National Board Certified Science Teacher
Elkhorn Area School District, WI

“As the author of Corwin's bestselling book, Science Formative Assessment?75 Practical Strategies for Linking Assessment, Instruction, and Learning (P. Keeley, 2005), I am often asked to write a similar book that focuses on instructional strategies. The simple answer is there is no need for me to do so. This book serves that very purpose and is a wonderful companion to Science Formative Assessment. After all, instruction and assessment are two sides of the same coin?you can’t have one without the other?they are inextricably linked and complement each other.”

Page Keeley, Author
Maine Mathematics and Science Alliance

"Concise and well-defined strategies can be readily adapted to various learning styles and are designed to enhance critical and higher level thinking skills and help facilitators move from traditional to inquiry-based teaching methods. This is a valuable resource for in-service training on all levels."

Jean Worsley, Retired Teacher
NSTA Recommends,

This book lacks the depth and focus needed to be useful in the courses that I teach.

Dr Georgia Hodges
Science Education Dept, University of Georgia
March 29, 2011

Sample Materials & Chapters

Foreword by Page Keeley


Neal A. Glasgow

Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in... More About Author

Michele C. Cheyne

Michele C. Cheyne is a clinical faculty member in science education at the University of Pittsburgh where she teaches a variety of courses in the secondary science teacher preparation program. She also supervises pre-service teachers during their clinical experiences. Cheyne has worked with Pittsburgh Public Schools on several projects and provides professional development for professional laboratory training programs. She has also worked with the Interstate New Teachers Assessment and Support Consortium in Washington, DC as a member of the committee that wrote the 2001 document Model Standards for Licensing General and Special Education... More About Author

Randy K. Yerrick

Randy K. Yerrick is professor of science education and associate dean of educational technology at the State University of New York at Buffalo. He began his career as a chemistry, physics, and math teacher in Michigan schools before becoming a full-time researcher in science education. Yerrick's research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors. He has conducted ethnographies and critical autoethnographies in a variety of diverse teaching contexts as he continues to examine unresolved school issues of equity and... More About Author

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ISBN: 9781412972345