What do you get when you bring together two of NSTAs bestselling authors to ponder ways to deepen students conceptual understanding of science? A fascinating combination of deep thinking about science teaching, field-tested strategies you can use in your classroom immediately, and personal vignettes all educators can relate to and apply themselves. Teaching for Conceptual Understanding in Scienceis by Richard Konicek-Moran, a researcher and professor who wrote theEveryday Science Mysteriesseries, and Page Keeley, a practitioner and teacher educator who writes theUncovering Student Ideas in Scienceseries. Written in an appealing, conversational style, this new book explores where science education has been and where its going; emphasizes how knowing the history and nature of science can help you engage in teaching for conceptual understanding and conceptual change; stresses the importance of formative assessment as a pathway to conceptual change; andprovides a bridge between research and practice. This is the kind of thought-provoking book that can truly change the way you teach. Whether you read each chapter in sequence or start by browsing the topics in the vignettes, Konicek-Moran and Keeley will make you thinkreally thinkabout the major goal of science education in the 21st century: to help students understand science at the conceptual level so they can see its connections to other fields, other concepts, and their own lives.

 

 

There are 260 pages in this book. This book was published in 2016 by National Science Teachers Association .