Problem-Based Learning in the Life Science Classroom

McConnell, Tom J.; Parker, Joyce; Eberhardt, Jan

ISBN 10: 1941316204 / ISBN 13: 9781941316207

Published by NSTA Press, 2016

About this Item

Print on Demand pp. 254.

Seller Inventory # 26375126570

Bibliographic Details

• Title: Problem-Based Learning in the Life Science Classroom
• Publisher: NSTA Press
• Publication Date: 2016
• Language: English
• ISBN 10: 1941316204
• ISBN 13: 9781941316207
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Problem-Based Learning in the Life Science Classroom, K–12 offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K–12 learners to immerse themselves in analyzing problems, asking questions, posing hypotheses, finding needed information, and then constructing a proposed solution. In addition to complete lesson plans supporting the Next Generation Science Standards, the book offers extensive examples, instructions, and tips. The lessons cover four categories: life cycles, ecology, genetics, and cellular metabolism. But Problem-Based Learning in the Life Science Classroom, K–12 doesn’t just explain why, how, and when to implement problem-based learning (PBL). It also provides you with what many think is the trickiest part of the approach: rich, authentic problems. The authors facilitated the National Science Foundation–funded PBL Project for Teachers and used the problems in their own science teaching, so you can be confident that the problems and the approach are teacher tested and approved.

About the Author

Tom J. McConnell is an associate professor of science education in the Department of Biology at Ball State University, Muncie, Indiana. He teaches science teaching methods courses for elementary and secondary education majors and graduate students as well as a biology content course for elementary teachers. His research focuses on the impact of professional development on teacher learning and student achievement and on curriculum development for teacher education programs. He is an active member of the Hoosier Association of Science Teachers and the National Association for Research in Science Teaching.