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Volume 8 |
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Strategies Fostering Thinking |
Abruscato, Joseph. Children, Computers, and Science Teaching: Butterflies and Bytes. Englewood Cliffs, NJ: Prentice Hall, 1986.
This practical book shows science teachers how they can integrate computers into the regular science classroom.
Brandt, Ronald S. Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.
This is a collection of articles that appeared in the journal Educational Leadership. The articles convey ideas about critical thinking, how to teach thinking skills in the curriculum, and the evaluation of the thinking skills approach.
Bulman, Lesley. Teaching Language and Study Skills in Secondary Science. London: Heinemann, 1985.
This book gives practical advice to science teachers, based on the latest research into students' difficulties with scientific language. The book shows teachers how to help students develop the language and study skills necessary to be successful in science.
Gabel, Dorothy (Ed). What Research Says to the Science Teacher, Volume Five, Problem Solving. Washington, DC: National Science Teachers Association, 1989.
This volume is intended to translate research on problem solving into practice. Several authors show how problem solving can be applied to the teaching of elementary science, middle level science, Earth science, physics, biology, and chemistry.
Heimlich, Joan E. and Susan D. Pittelman. Semantic Mapping: Classroom Applications.Newark, DE: International Reading Association, 1986.
Semantic (or concept) mapping is a strategy to help students taps their prior knowledge. Through teaching---from planning lessons to helping students learn concepts---semantic mapping can be a useful tool. This book provides step-by-step instructions and ways of applying it to the classroom.
Marzano, Robert J. and Daisy E. Arredondo. Tactics for Thinking, Teacher's Manual. Aurora, CO: Mid-continent Regional Educational Laboratory, 1986.
This is the training manual which accompanies Tactics for Thinking a program designed for K-12 integration. Tactics is based on dividing thinking skills into three general areas: learning-to-learn skills, content thinking skills, and reasoning skills.
Marzano, Robert J. and Diane E. Paynter. Tactics for Thinking. Aurora, CO: Mid-continent Regional Educational Laboratory, 1989.
This large three-ring binder contains activities and blackline masters for the three categories of thinking skills for middle and secondary students.
Marzano, Robert et.al. Dimensions of Thinking: A Framework for Curriculum and Instruction. Alexandria, VA: Association for Supervision and Curriculum Development, 1988.
This volume deals with thinking as a foundation for schooling and includes discussions on topics such as metacognition, critical and creative thinking, and the general thinking processes.
Oech, Roger von. A Whack on the Side of the Head: How to Unlock Your Mind for Innovation. New York: Warner Books, 1983.
This book will not only give you the permission to be creative, but will show you how.
Rowe, Mary Budd (Ed). What Research Says to the Science Teacher, Volume Six: The Process of Knowing. Washington, DC: National Science Teachers Association, 1990.
This volume uses cognitive science research to help science teachers understand the process of knowing.
Thelen, Judith N. Improving Reading in Science. Newark, DE: International Reading Association, 1984.
This useful book shows science teachers how to diagnose reading problems in science, what prereading strategies science should use to help learners read science texts, and how to help students with text and vocabulary.
Tiedt, Iris McClellan et.al. Reading/Thinking/Writing: A Holistic Language and Literacy Progam for the K-8 Classroom. Needham Heights, MA: Allyn and Bacon, 1989.
This book is a useful reference for the science teacher who needs relevant information about to integrate language skills into the science classroom.
Wilson, Carol and Gary Krasnow. hm Science Study Skills Program: People, Energy and Appropriate Technology. Washington, DC: National Science Teachers Association, 1983.
This is a hands-on approach designed to help secondary students develop specific study skills appropriate for science courses. Skills include listening, building vocabulary, reading for meaning, taking effective notes, graphing, solving problems and test taking.