Essentials of Elementary Science, (Part of the Essentials of Classroom Teaching Series) (3rd Edition)

Essentials of Elementary Science presents pertinent research, valued classroom methodology, and current practice in teaching elementary science at a length, format, and price perfect for the undergraduate course in science methods. It is ideal for "block" courses where more than one content area's methods are taught, or for general methods courses where the instructor would like more coverage of specific subjects.

Essentials of Elementary Science, 3e

The Third Edition of Essentials of Elementary Science presents pertinent research, valued classroom methodology, and current practice in teaching elementary science at a length, format, and price perfect for the undergraduate student. This text is known for its hands-on, practical, problem-oriented approach to teaching science. The authors pride themselves on offering a hands- on practical approach that students can really grasp. Features such as realistic classroom cases connect science with human thought in action and clearly demonstrate the importance of scientific inquiry and new technology to your students.

The Essentials Series also includes:

• Essentials of Elementary Mathematics, 2/e, by Riedesel/Schwartz (ISBN: 0-205-28750-6)
• Essentials of Elementary Social Studies, 2/e, by Turner (ISBN: 0-205-28035-8)
• Essentials of Elementary Language Arts, 2/e, by Wood (ISBN: 0-205-28033-1)
• Essentials of Educational Technology, 1/e, by Schwartz/Beichner (ISBN: 0-205-27700-4)
• Essentials of Elementary Reading, 2/e, by Graves et al (ISBN: 0-205-28034-X)

Author Bios

Dr. Daniel C. Dobey is professor of science education at the State University of New York at Fredonia. He is a SUNY Chancellor's Award Winner for Excellence in Teaching. He is a former elementary, middle and high school science teacher. He now teaches elementary and middle school science education courses at the college level and provides in-service science education to teachers of all levels.

Robert J. Beichner is an Alumni Distinguished Undergraduate Professor at North Carolina State University. He conducts research into the teaching and learning of physics. He is currently focusing his attention on active learning environments and instructional technology.

Michael Jabot is an Assistant Professor of Science Education at the State University of New York at Fredonia. Prior to coming to SUNY Fredonia, he was a high school physics teacher and Professional Development specialist for 15 years.