(eBook PDF) Science Instruction in the Middle

and Secondary Schools: Developing Fundamental

Knowledge and Skills 8th Edition pdf download

https://ebooksecure.com/product/ebook-pdf-science-instruction-in-
the-middle-and-secondary-schools-developing-fundamental-
knowledge-and-skills-8th-edition/

Download more ebook from https://ebooksecure.com

We believe these products will be a great fit for you. Click
the link to download now, or visit ebooksecure.com
to discover even more!

(eBook PDF) Teaching in the Middle and Secondary

Schools 11th Edition

http://ebooksecure.com/product/ebook-pdf-teaching-in-the-middle-
and-secondary-schools-11th-edition/

(eBook PDF) Developing Content Area Literacy: 40

Strategies for Middle and Secondary Classrooms 2nd
Edition

http://ebooksecure.com/product/ebook-pdf-developing-content-area-
literacy-40-strategies-for-middle-and-secondary-classrooms-2nd-
edition/

(Original PDF) Developing Management Skills 8th Edition

http://ebooksecure.com/product/original-pdf-developing-
management-skills-8th-edition/

(eBook PDF) Business Communication Essentials:

Fundamental Skills for the Mobile-Digital-Social
Workplace, Global Edition 8th Edition

http://ebooksecure.com/product/ebook-pdf-business-communication-
essentials-fundamental-skills-for-the-mobile-digital-social-
workplace-global-edition-8th-edition/
Science stories: science methods for elementary and
middle school teachers Sixth Edition Koch - eBook PDF

https://ebooksecure.com/download/science-stories-science-methods-
for-elementary-and-middle-school-teachers-ebook-pdf/

(eBook PDF) Infants and Children Prenatal through

Middle Childhood 8th

http://ebooksecure.com/product/ebook-pdf-infants-and-children-
prenatal-through-middle-childhood-8th/

(eBook PDF) Developing Management Skills, 10th Edition

http://ebooksecure.com/product/ebook-pdf-developing-management-
skills-10th-edition/

(eBook PDF) Developing Management Skills 9th Edition

http://ebooksecure.com/product/ebook-pdf-developing-management-
skills-9th-edition/

The Vitamins, Fifth Edition: Fundamental Aspects in

Nutrition and Health - eBook PDF

https://ebooksecure.com/download/the-vitamins-fifth-edition-
fundamental-aspects-in-nutrition-and-health-ebook-pdf/
 Contents vii

Creating Culturally Responsive Science Learning Self-Examination and

Environments 106 Skepticism 126
Teacher–Student Relationships 108 Objectivity and Open-Mindedness 127
Student–Student Relationships 109 Science as a Way of Investigating 127
Democratic Classroom Practices 110 Methods of Science 127
Organizing and Leading Science Learning Hypotheses 128
Experiences 111 Observation and Measurement 129
Classroom Setting 111 Experimentation 129
Procedures and Routines 112 Mathematics 130
Teaching to Motivate and Engage Science as a Body of Knowledge 130
Students 113
Facts 131
Instructional Practices 113
Concepts 131
Curriculum 113
Laws and Principles 131
Student Readiness for Learning 114
Theories 131
Relevance of the Learning Experience 114
Models 132
Recognizing and Addressing Inappropriate
Science as Social Interaction 133
Student Behavior 115
Science and Society 133
Bullying 115
Engineering and Technology 134
Disruptive Student Behavior 116
Assessing and Reviewing 135
Demonstrating Your Understandings of
Classroom Leadership 117 Resources to Examine 135
Assessing and Reviewing 117 References 136
Resources to Examine 117
References 118
Chapter 8
Inquiry and Teaching Science 138
Part Two Introductory Vignette 138
Chapter Objectives 139
FOUNDATIONS FOR SCIENCE TEACHING What Are Scientific Inquiry and Inquiry-Based
Instruction? 139
Historical Overview of Inquiry and
Chapter 7 Science Teaching 141
The Nature of Science and of Engineering and Inquiry During the Post-Sputnik Science
Technology 120 Curriculum Reform Era 141
Introductory Vignette 120 Inquiry and National Science Education Reform
Chapter Objectives 120 Documents 142
What Is Science? 121 Inquiry and New Frameworks and
Toward a Definition of Science 121 Standards 143
The Scientific Enterprise 121 Planning and Implementing Inquiry-Based
Science Instruction 144
What Is Not Science 123
Deductive and Inductive Approaches to
Pseudoscience 123 Inquiry-Based Instruction 145
Junk Science and Corrupt Science 124 Deductive Strategy for Inquiry-Based
Science as a Way of Thinking 124 Instruction 145
Belief 124 Phenomena to Study 146
Curiosity 125 Scientific Practices to Follow 147
Imagination 125 Outcomes of the Study 147
Reasoning 125 Inductive Strategies for Inquiry-Based
Cause-and-Effect Relationships 126 Instruction 147
viii Contents

The Learning Cycle 147 Exceptionalities 169

The 5E Instructional Model 148 Inclusion and the Law 169
Supporting Strategies for Planning and Teaching Individualized Education Program 170
Inquiry-Based Instruction 149 Learning Disabilities and Behavioral
Asking Questions 149 Disorders 170
Using Science Process Skills 149 Curriculum 171
Using Discrepant Events 150 Instruction 171
Gathering Information from Many Sources 151 Assessment 171
Reading Printed Material 151 Physical Disabilities 171
Seeking Information from Individuals 151 Special Abilities and Talents 173
Accessing Information from the Internet 152 Differentiated Instruction 174
Conducting Small-Group Investigations 152 Differentiating With the End in Mind 174
Science and Engineering Projects 153 Differentiating Assessment 175
Assessing Inquiry-Based Instruction 154
Differentiating Learning Experiences 175
Concerns Associated with Inquiry-Based
Time 175
Instruction 156
Space 176
Demonstrating Your Understanding of
Inquiry-Based Instruction 157 Resources 176
Assessing and Reviewing 157 Student Groupings 176
Resources to Examine 158 Instructional Strategies 176
References 158 Learning Strategies 176
Teacher Partnerships 176
Engaging Diverse Students as Science
Chapter 9 Learners 176
Diverse Adolescent Learners and Assessing and Reviewing 177
Differentiated Instruction 160
Resources to Examine 177
Introductory Vignette 160
References 178
Chapter Objectives 161
The American Cultural Mosaic and
Success in Science 161
Chapter 10
Students in Our Schools 161 Learning in the Middle Grades and
Teachers in Our Schools 161 Secondary Schools 181
Factors Linked to Success in Science 162 Introductory Vignette 181
Beliefs About Equitable Science Learning Chapter Objectives 181
Opportunities 162
Contemporary Understandings of Learning 182
Next Generation Science Standards and
Information-Processing Model of Learning 182
Equitable Science Learning 164
Motivation to Learn 183
Rationale for Equitable Science Learning
Opportunities 164 Behavioral Approach 184
Guiding Perspectives for Humanistic Approach 184
Equitable Science Learning 164 Cognitive Approaches 186
Cultural and Linguistic Diversity 164 Sociocultural Approaches 186
Culturally Relevant Science Teaching 165 Constructivism and Learning Science 188
Countering Racism and Stereotyping 166 Cognitive Development and Learning 188
Cultural Relevance in Local Settings 167 Quantitative Reasoning 190
Gender Inclusiveness 167 Conceptual Change and Concept
Connected Science Teaching 168 Development 191
Feminist Science Teaching 168 Models and Modeling to Learn Science 193
 Contents ix

Visualization and E-Learning 196 Presentation 213

Summary 196 Conclusion 213
Assessing and Reviewing 197 Scientific Discourse 214
Resources to Examine 197 Scientific Talk 214
References 198 Science Writing 216
Questions 216
Part Three Constructing Clear Questions 217
Classifying and Directing Questions 218
STRATEGIES FOR SCIENCE TEACHING Talk Moves and Formats 218
Scientific Argumentation 220
Demonstrating Your Understanding of Instructional
Chapter 11 Strategies That Promote Scientific
Lecture, Discussion, and Demonstration 199 Discourse 221
Introductory Vignette 199 Assessing and Reviewing 222
Chapter Objectives 200 Resources to Examine 222
Lecture 200 References 223
Interactive Lecture 201
Preparing the Lecture 201
Organizing the Lecture 201 Chapter 12
Lecture Introduction 202 Science, Engineering, and Societal Issues 225
Lecture Body 203 Introductory Vignette 225
Lecture Conclusion 203 Chapter Objectives 226
Discussion 204 Science and Engineering 226
Types of Discussion 204 What Is Engineering? 226
Recitation 206 Interdependence of Engineering and the
Guided Discussion 206 Sciences 227
Reflective Discussion 206 Practices of Engineering 228
Student-Centered Discussion 206 Teaching About Engineering 230
Leading a Successful Discussion 207 Engineering Design 230
Demonstration 208 Reading, Interviews, and Site Visits 232
Functions of Demonstrations 208 Investigations and Simulations 232
Initiating Thinking 208 Technology Systems 232
Illustrating a Concept, Principle, or Teaching About Societal Issues in Science and
Procedure 209 Engineering 236
Answering Questions 210 From STS to SSI 236
Reviewing Ideas 211 Issues Investigation 237
Introducing and Concluding Analytical Decision-Making 237
Units 211 Structured Controversy 238
Addressing Students’ Misconceptions 211 Action Learning and Service Learning 238
Advantages and Limitations of Evolution-Versus-Creationism Issues in
Demonstrations 211 Science Education 240
Planning a Demonstration 212 Teaching Evolution and the Courts 240
Materials and Equipment 212 Positions of Professional Organizations on
Visibility 212 Teaching Evolution 241
Student Attention 213 Recommendations for Teaching Evolution 241
Presenting a Demonstration 213 SSI and Argument Analysis 242
Introduction 213 Message 242
x Contents

Source 244 Conducting a Field Trip 263

Audience 244 Preparation 264
Considerations for Teaching SSI Issues 244 Assessing and Reviewing 264
Assessing and Reviewing 245 Resources to Examine 265
Resources to Examine 245 References 265
References 246

Chapter 13 Chapter 14
Laboratory Work and Fieldwork 248 Safety in the Laboratory and Classroom 266
Introductory Vignette 248 Introductory Vignette 266
Chapter Objectives 248 2012 NSTA Preservice Science Standard 4:
Safety 267
What Is Laboratory Work? 249
Chapter Objectives 267
Definition of Laboratory Work 249
Safety and the Law 268
Benefits of Laboratory Work 249
General Safety Responsibilities 269
Shortcomings of Laboratory Work 249
Preparation Before the School Year Begins 269
Recommendations for Laboratory Work 250
Safety Responsibilities During the
Different Purposes of Laboratory Work 250 School Year 270
Various Types of Laboratory Work 252 Eye Protection During Science Instruction 272
Experimental, or Deductive, Eye Protection 272
Laboratory Exercises 252
Contact Lenses 273
Exploratory, or Inductive, Laboratory Exercises 252
Specific Safety Guidelines for Biology 273
Science Process Skill-Development
Laboratory Exercises 253 Precautions for Using Animals 273
Technical Skill-Development Precautions for Specific Biology Procedures and
Laboratory Exercises 254 Activities 274
Digital Technology for Laboratory Work 255 Care During Animal Dissection 275
Prelaboratory and Postlaboratory Using Live Material 275
Instruction and Safety 255 Sterilizing 275
Prelaboratory Discussion 255 Body Fluids and Tissues 276
Giving Directions 256 Animal Dissection 276
Safety in the Laboratory 256 Precautions During Field Trips 276
Postlaboratory Discussion 256 Specific Safety Guidelines for Chemistry 277
Ensuring Successful Laboratory Experiences 257 Chemistry Safety Precautions 277
Relevance of Laboratory Work 258 Storing and Using Chemicals Safely 277
English Language Learners and Academically Suggestions for Chemical Safety 278
Challenged Students 258 Disposing of Chemical Wastes 279
Degree of Structure for Safety Data Sheets, Formerly Material Safety
Laboratory Activities 259 Data Sheets 279
Student Recording and Reporting of Data 259 Safety in the Earth Science Laboratory 280
Management and Discipline During Safety Guidelines for Physics and Physical Science
Laboratory Activities 260 Laboratories 281
Assessment of Laboratory Work 261 Radiation Safety 282
Fieldwork 262 Suggestions for the Use of Nonionizing
Planning Field Trips 262 Radiation 282
The Curriculum 262 Safety Units for Students 283
Surveying Possible Sites 262 Safety Assessment 283
Administrative Policy 262 Safety Contract 284
 Contents xi

Assessing and Reviewing 285 Modeling Tools 296

Resources to Examine 285 Simulations 297
References 286 Spreadsheets 297
Communication and Collaboration Tools 298
E-mail, Bulletin Boards, Listservs, and
Chapter 15 Blogs 298
Computers and Educational Technologies 287 Videoconferencing and Social Networking 300
Introductory Vignette 287 Presentation Software 300
Chapter Objectives 288 Internet Projects and Inquiries 300
Using Educational Technologies to Support Science Central Science Sites 301
Instruction 288
Teaching Online 301
Framework for Integrating Educational
Technologies 288 Demonstrating Your Use of Computers and
Other Technologies 303
Information Seeking and Processing Tools 289
Assessing and Reviewing 304
Still Images and Animation 291
Resources to Examine 304
Audio 291
References 305
Video 291
Semantic Organization Tools 292
Concept Maps 292 Appendix
Databases 292 Scoring Key for the Science Teaching Inventory 307
Data Collection and Analysis Tools 293
Index 308
Probeware 293
Geotechnologies 294 Credits 317
Preface

In an age when scientific and engineering advancements occur daily, how does science education develop a scientifi-
cally literate society that can appreciate, understand, participate in, and contribute to science and engineering? The
answer to this question resides within the individuals who are now entering the science teaching profession. These
men and women want to know how to use their understandings of science and engineering to prepare the next gen-
eration of Americans for life in the 21st century. In readying themselves for this responsibility, they need to develop
understandings about how to help students see science and engineering as ways of thinking about and investigating
the world around them, as well as viewing it as an accessible body of knowledge. Furthermore, these men and women
need to understand how to help students see the wonderment of science and engineering, and recognize the relation-
ship between science and engineering, on the one hand, and their daily lives, a healthy environment, and a produc-
tive society, on the other. This eighth edition of Science Instruction in the Middle and Secondary Schools is designed to
provide individuals with the guidance for addressing both the excitement and challenges associated with entering the
science teaching profession.

New to This Edition

This eighth edition is designed to support science teaching and learning as reflected in the Next Generation Science
Standards (NGSS). The book’s chapters include explicit references to the NGSS, and discussion provides guidance
for teachers about how to engage students in learning experiences that bring together the practices of science and
engineering, crosscutting concepts, and core science ideas. Equally important, the chapters of this edition are organ-
ized to enable users to systematically develop a solid grounding in the fundamentals of science teaching, including
professional attributes, instructional practices, and major themes of science education. It is the view of the authors
that fundamental understandings about science teaching are critical to a teacher’s early and sustained success. A
solid understanding of the fundamentals will serve as the bedrock for instructional refinements and enhancements
throughout a science teacher’s career.
The development of a fundamental understanding of science teaching is facilitated through the organization
of the book into three independent, yet mutually supportive, sections. The first, “Getting Into Science Teaching,”
comprises Chapters 1–6. The chapters of this section address the informational and personal concerns of beginning
teachers by attending to the essential knowledge needed to initiate informed and purposeful teaching. The second
section, “Foundations for Science Teaching,” encompasses Chapters 7–10 and addresses basic understandings critical
to planning for instruction and guiding the science learning experiences of adolescents. These chapters encourage the
reader to consider both teaching that supports diverse learners and teaching in light of what is known about human
learning. The final section, “Strategies for Science Teaching,” comprehends Chapters 11–15 and extends the reader’s
exploration of science teaching and learning. The chapters of this section challenge the reader to refocus on learners
and their welfare and safety, and look for ways to improve and refine the science learning experience.
Along with the NGSS, the applicable National Science Teachers Association (NSTA) Standards for Science
Teacher Preparation are highlighted where relevant in each chapter of this edition. Another refinement is the align-
ment of chapter objectives with questions and tasks described in the “Assessing and Reviewing” section of each chap-
ter. An assessment is now presented for each chapter objective. More specific improvements found in this edition
include the following:
• Each of the first six chapters opens with a new and engaging vignette. The vignettes are written to draw the
reader into the chapters, to highlight professional challenges and dilemmas, and to serve as referents for many
points of discussion throughout the chapters.
• A new conceptual framework to orient readers to the multiple dimensions of science teaching is introduced
in Chapter 1, “Thoughts and Actions of Beginning Science Teachers.” The framework is presented as a tool,
helping the reader to develop a big-picture view of science teaching and to bring attention to the personal
 Preface xiii

attributes, as well as teaching skills and strategies, that are linked to effective instruction and student learn-
ing. Comparisons between effective and ineffective teaching practices also are provided, to aid in orienting the
reader to the teaching profession.
• Chapter 2, “Purpose of Science Teaching,” has been rewritten on the basis of both the NGSS and current di-
rections in science education, in order to provide context for science teaching. The history of science teaching
in the United States is outlined, with attention paid to the current reform driven by both international com-
parisons and the desire for education that prepares students for college and careers. The NGSS, the Common
Core State Standards in English language arts and in mathematics, and associated assessment initiatives are
discussed in this chapter, as are the NSTA Standards for Science Teacher Preparation.
• Chapter 4, “Assessing Science Learning,” now includes sections on interpreting assessment data. Stressed here
is the important process of making sense of assessment data and using data purposefully to guide instructional
interventions. These sections both complement revisions that emphasize the centrality of continuous assess-
ment and present the science learning assessment system as a means of aligning learning goals with diagnostic,
formative, and summative assessments.
• Chapter 7 has been expanded to better address the new vision for science education reflected in the NGSS.
The new title for Chapter 7 is “The Nature of Science and of Engineering and Technology.” Sections have
been added that discuss the relationship of science to engineering and technology and to the practices of
engineering.
• Chapter 8, “Inquiry and Teaching Science,” has been modified to describe the concept of inquiry in light of
the presentation of practices of science and engineering in the National Research Council’s A Framework of
K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. In this chapter, the practices of science
and engineering are discussed as complementary elements of inquiry and important considerations of inquiry-
based instruction. In addition, to guide readers to a better understanding of teaching science as inquiry, the
chapter calls attention to three fundamental elements of scientific inquiry: the phenomena under investigation,
the practices applied to study the phenomena, and the outcomes of investigations.
• Chapter 9, “Diverse Adolescent Learners and Differentiated Instruction,” places greater emphasis than the
same chapter in the seventh edition did on the American cultural mosaic and what teachers need to know and
do to ensure that all students have opportunities to learn science. This chapter also sports new sections that
present understandings about equitable science learning that serve as drivers for the NGSS.
• Chapter 10, “Learning in the Middle Grades and Secondary Schools,” addresses new understandings about
science learning. Discussions about learning progressions and the significance of motivation to the learning
process are additions to this chapter. The information-processing model of learning is presented as a major
conceptual scheme for understanding learning.
• Consistent with the NGSS, the themes of argumentation, modeling, and investigation bring coherence to the
chapters of Section Three: “Strategies for Science Teaching.” For example, in Chapter 11, the instructional
strategies of lecture, discussion, and demonstration are presented as tools for promoting scientific discourse
and the analysis of scientific argumentation. Similarly, the discussion of socioscientific issues in Chapter 12
highlights opportunities for the reader to envisage scientific argumentation as a vehicle both for understand-
ing the activities of scientific communities and for developing science understandings. Further, Chapter 12
has been modified to stress the interdependence of science and engineering and the utility of the engineering
design process.
• Changes also have been made to Chapters 13, 14, and 15. Chapter 13, “Laboratory Work and Fieldwork,”
now includes new examples of teaching practices for encouraging meaningful learning when students are
engaged in laboratory work and fieldwork. Chapter 14, “Safety in the Laboratory and Classroom,” has been
modified to reflect new understandings about safe uses and maintenance of chemicals and other substances in
science classrooms and to address especially the 2012 NSTA Safety Standard. Finally, Chapter 15, “Computers
and Educational Technologies,” includes a new section about teaching science courses online and gives greater
emphasis to the process by which teachers select technologies to support students’ science learning. This
process is aided by the presentation of a new framework that stresses the effective use of educational technolo-
gies as cognitive tools to enable students to achieve the performance expectations set forth in the NGSS.

Alignment with the NSTA Standards for Science Teacher Preparation

This edition of Science Instruction in the Middle and Secondary Schools is strategically designed to aid science teacher
education programs in preparing teacher candidates to demonstrate the knowledge, skills, and dispositions called
for in the 2012 NSTA Standards for Science Teacher Preparation. As the foundation for a performance assessment
system, those standards describe expectations for teacher performance in science content, science pedagogy, and their
xiv Preface

students’ learning. A program’s success in meeting the standards is documented through a minimum of six assess-
ments that serve as the basis for recommending the program for accreditation to the Council for the Accreditation
of Educator Preparation. The standards and how the chapters of this edition support a program meeting them are
described next.
NSTA Standard 1: Content Knowledge. This standard targets students’ science content knowledge. Evidence of
meeting the standard includes teacher candidates’ performance on state content licensure tests (e.g., PRAXIS II or
other state content tests) and grades in science content courses, disaggregated by licensure levels and area (e.g., sec-
ondary school biology). It is assumed that teacher candidates will have achieved some measure of competence in the
content areas in which they will seek licensure before enrolling in the course or courses in which Science Instruction
in the Middle and Secondary Schools is used.
NSTA Standard 2: Content Pedagogy. This standard focuses on the teacher candidate’s ability to plan and assess
student learning effectively on the basis of understandings of how students learn and how to engage all students in
the construction of scientific knowledge. Evidence of meeting this standard is most often demonstrated through
the instructional units developed by teacher candidates. Chapter 3, “Planning for Science Teaching,” of this text
is designed especially to guide candidates through the process of unit planning, and Chapter 4, “Assessing Science
Learning,” is organized to help candidates understand the assessment process as well as to build and use appro-
priate assessments of student learning. In addition, Chapter 7, “The Nature of Science and of Engineering and
Technology”; Chapter 8, “Inquiry and Teaching Science”; Chapter 12, “Science, Engineering, and Societal Issues”;
and other chapters in Part Three of this text provide important information to support the unit development process.
NSTA Standard 3: Learning Environments. This standard addresses the teacher candidate’s ability to prepare
an inviting and safe learning environment that involves students in active learning experiences. As with Standard 2,
evidence of meeting this standard is most often demonstrated through the instructional units developed by teacher
candidates, but observations of candidates teaching in middle and high schools also may provide evidence of meeting
Standard 3. Chapter 5, “Teaching Science,” and Chapter 6, “The Science Learning Environment,” are organized
to support teacher candidates in building instructional lessons and units that engage students actively in the learn-
ing process and address considerations of student safety. Moreover, Chapter 9, “Diverse Adolescent Learners and
Differentiated Instruction”; Chapter 11, “Lecture, Discussion, and Demonstration”; Chapter 13, “Laboratory Work
and Fieldwork”; and Chapter 15, Computers and Educational Technologies,” can aid teacher candidates in building
understandings that enhance their planning and practice in support of this standard.
NSTA Standard 4: Safety. Attending to the use and maintenance of chemicals and the ethical treatment of live
organisms, this standard highlights the ability of the teacher candidate to engage in teaching practices that consider
the health and welfare of students. As with Standard 3, evidence of meeting Standard 4 may be demonstrated
through instructional units developed by candidates and through classroom observations. Chapter 14, “Safety in the
Laboratory and Classroom,” is developed especially to guide candidates to plan with safety in mind and to engage
in safe and ethical classroom practices. Other chapters of the text augment the understanding presented in Chapter
14 with regard to laboratory work and fieldwork; issues involving science, engineering, and technology; and matters
pertaining to inquiry teaching.
NSTA Standard 5: Impact on Student Learning. The focus of this standard is the impact of the teacher candidate’s
practice on the students he or she teaches. Evidence of meeting Standard 5 typically involves the use of assessments
administered before and after instruction that show the abilities of candidates to affect learning. Chapter 4, “Assessing
Science Learning,” is purposely designed to help candidates plan assessments aligned to learning outcomes as well as
analyze and interpret assessment results. Other chapters address engaging students in classroom, laboratory, and field
experiences that help them build understandings about the nature of science and engineering, about the processes of
scientific inquiry and engineering design, and about the uses of electronic technologies to support learning.
NSTA Standard 6: Professional Knowledge and Skills. This final standard focuses on the continuing professional
education of the teacher candidate. Documentation of candidates’ learning about and participating in professional
education opportunities provides evidence of meeting Standard 6. The sections titled “Resources to Consider,”
presented at the end of each chapter, provide recommendations to candidates for enhancing their knowledge and
understandings about a host of topics specifically related to science teaching and learning.

Acknowledgments
This textbook continues the tradition of informing beginning as well as experienced science teachers about the craft
of middle and high school science teaching. Since its first publication in 1959, the content of the book has evolved,
but the objective of using teaching skills and instructional strategies in an effective manner to support the major
themes of science education has remained constant. To this end, we thank Alfred Collette and Walter Thurber, the
authors of the first edition, Teaching Science in Today’s Secondary Schools. We also acknowledge our science education
 Preface xv

colleagues who have contributed their excellent work to the literature on teaching and learning science. In addition,
there are many individuals to whom we are indebted for their important contributions to the current and previous
editions of the book and for assisting us in our professional work.
Coauthor Eugene Chiappetta gives special thanks to the following individuals:
Jill Bailer, a middle school science teacher who taught for many years in the Houston Independent School
District, assisted me for many years with the secondary science methods course at the University of Houston,
in which hundreds of pre- and in-service teachers enrolled. Along with her physical presence during certain
classes, Jill provided many insights into teaching science at the middle school level. Robert Dennison, a distin-
guished high school biology teacher and biology teacher educator, has kept me informed about the evolution-
versus-creationism controversy and the personal life and professional work of Charles Darwin. In addition,
Robert assisted with the biology teaching methods course that was offered for many years by the Department
of Curriculum and Instruction.
David Fillman, a former high school biology teacher and Director of Science for the Galena Park Independent
School District, assisted with the content analysis of many middle and high school science textbooks, which used a
comprehensive list of dimensions and descriptors of the nature of science. An understanding of the nature of science
has been a central theme of science education for many decades. David also supported numerous funded programs
coordinated at the University of Houston that affected many science teachers in the Houston area. Steve Fleming
of the Pasadena Independent School District helped to validate what is and is not possible with regard to effective
teaching practices in public school settings. Many of his ideas were implemented in the physical science and chemistry
methods courses that were offered by the Department of Curriculum and Instruction.
Patricia Harrison, a former chemistry teacher and erstwhile Director of Secondary Science for the Alief
Independent School District, was instrumental in providing many ideas about effective science instruction. She
stressed the importance of using multi-instructional approaches and brain-based research that support good teaching
practices. Matthew Wells is an outstanding environmental and biology teacher in the Cypress Fairbanks Independent
School District. He put forth and modeled ideas on how he helps all students to learn and appreciate science.
There are many colleagues at the university level who provided important insights into engineering, science, and
science teaching. April Adams, a professor at Northeastern State University, influenced my thinking about inquiry-
based science and the place of “content with process” in teaching science. Fritz Claydon, a professor of engineering at
the University of Houston, introduced me to university engineering programs, affording me a better understanding
of the practices of engineers. Joe Salanitro, a microbiological scientist, has been a good sounding board for under-
standing the nature of science. He also supported programs in Science Education at the University of Houston that
were funded by the chemical industry. Len Trombetta, an electrical engineering professor at the University, offered
important insights into engineering. Sissy Wong is a science education colleague in the Department of Curriculum.
She offered ideas about science teacher induction programs—programs that introduce science teachers to the teaching
of science and that should be part of every beginning science teacher’s education experience.
Science teachers must learn well the contents of the chapter on safety in the laboratory and classroom. Kenneth
Roy, a public school science educator and writer of many NSTA books and journals on science safety, provided ideas
to update Chapter 14, “Safety in the Laboratory and Classroom.” James Kaufman, the CEO of the Laboratory Safety
Institute, was extremely helpful in examining information about safety and the use and storage of chemicals in school
science. I am most grateful to him for sharing his vast knowledge of science safety.
And of course, I thank my wife, Barbara, who is always willing to proofread some of my writing. She has been
a great supporter of my professional work and a magnificent partner. I am forever grateful to this wonderful lady.
Coauthor Tom Koballa thanks the following individuals:
Alejandro Gallard, Goizueta Distinguished Chair of Education at Georgia Southern University, provided
input on ideas about cultural and linguistic diversity presented in Chapter 9, “Diverse Adolescent Learners and
Differentiated Instruction.” Insights shared by Dr. Gallard and Dr. Okhee Lee, Professor of Childhood Education
at New York University, in their writings guided my thinking about how students who are traditionally underrepre-
sented in science can be well served in middle and high school science classes.
Chuck Hodges, Associate Professor of Instructional Technology at Georgia Southern University, was always
willing to talk about educational technologies and their power for enhancing student learning. Conversations with
Dr. Hodges informed my thinking about frameworks that are useful for describing how to integrate educational
technologies into science learning experiences.
Also, I wish to thanks the pre- and in-service teachers who populated my science education courses for 20 years
at the University of Georgia. My thoughts were often about their triumphs and challenges as middle and high school
science teachers. I would ask myself as I wrote, “How would Steve, Bob, Libby, Hope, Donna, and others respond
to this information? Would it help them become stronger teachers?” My perceptions about their responses to these
questions guided what I chose to include in chapters and how I chose to present it.
xvi Preface

Special thanks go to my family. Balancing the demands of serving as dean of a college of education and working
on this edition left little time for family life. My plan is to spend more evenings and weekends enjoying the company
of my family in the coming year.
Finally, we would like to thank the reviewers of the eighth edition for providing valuable guidance on ways to
improve the book: April Dean Adams, Northeastern State University; Julie Andrew, University of Colorado, Boulder;
Scott M. Graves, Southern Connecticut State University; John Pecore, University of West Florida; and Thomas E.
Ricks, Louisiana State University.
C h a p t e r

1
Thoughts and Actions
of Beginning Science Teachers

T he setting of the introductory vignette for

this chapter is the classroom of a beginning science
teacher, Virginia Locke, who is teaching eighth-grade
physical science in an urban middle school. When
Mrs. Locke graduated from college with a major in
chemistry and a minor in mathematics, she went to
work for a chemical company. After 3 years in indus-
try, she married and decided to go into teaching. She
has just completed an online certification program that
O
FP
included one general secondary school methods course
but did not include a science methods course.
Let’s listen in on Mrs. Locke’s interactions with her
class of middle school students. Later we’ll have the
opportunity to hear Mrs. Locke discuss her class with
her mentor teacher.
Mrs. Locke: Good morning class. Today we are going
to talk about magnetism and some of the individuals
throughout history who studied this concept. Can
anyone tell me what is magnetism? Jolene, can you
tell us about magnetism?
Personal attributes and instructional skills Jolene: Well, metals are magnets.
and strategies are important characteristics of
beginning teachers. Mrs. Locke: Are all metals magnets?
Jolene: Um, I’m not sure.
2 Part One Getting into Science Teaching

Mrs. Locke: Reginald, you have your hand up.

Reginald: You cannot pick up pennies with a magnet. I know. I’ve tried.
Mrs. Locke: That is correct. Not all metals are magnets, nor are all metals magnetic—that is, attracted by
magnets. Before we continue and learn more about magnetism, I would like to give you some history
about the concept, beginning with the Greeks, then William Gilbert, Hans Christian Oersted, Michael
Faraday, and James Clerk Maxwell.
At this point in the lesson, Mrs. Locke spent about 15 minutes discussing the contributions of the
Greeks and other individuals who contributed to our understanding of magnetism. Unfortunately, the
students did not seem very attentive during the discussion about the historical development of our
scientific knowledge of magnets and magnetism. The teacher followed the historical review with a short
lecture on magnetic forces surrounding a magnet, beginning with a diagram on the board showing lines of
force emanating from a bar magnet.
Mrs. Locke: Class, please observe how I draw the lines going from the north to the south pole of this bar
magnet. These lines represent the magnetic field that surrounds a magnet. I will label the magnetic field
and the north and south poles. Observe the direction of the arrows on lines going from the magnet’s
north pole to its south pole. Does everyone have this?
Class response: Yes, Mrs. Locke.
Mrs. Locke: Now I would like to show you a YouTube video of the earth’s magnetic field. I think that you
will enjoy it.
At first the students were attentive, but after 10 minutes of watching the video, many students began
to squirm in their seats and some began to talk to others sitting around them. When the 15-minute
video ended, Mrs. Locke held up a bar magnet in front of the class.
Mrs. Locke: Who can tell us about the magnetic lines of force that run around the bar magnet? Denise, can
you answer this question?
Denise: They go like this. (Student demonstrates with her hands the lines of force between the north and
south poles of the magnet.)
Mrs. Locke: Denise, please go to the board and draw the bar magnet and the magnetic lines of force
emanating from it.
As Denise completes the diagram of the bar magnet with lines going from the north to the south
pole, Mrs. Locke congratulates the student on her effort, emphasizing Denise’s knowledge of the polar-
ity and lines of force associated with magnetism. Then the teacher goes to the diagram drawn by the
student and adds arrows showing the direction of the magnetic forces, which emanate from the north
to the south pole. Now Mrs. Locke places a second magnet on the stage of the overhead projector, at
a distance of 1 inch between the south pole of one magnet and the north pole of the other. Mrs. Locke
holds onto the magnets so that they do not smack together, as one would expect from the attraction
represented by the lines of force between the north and south poles of magnets.
Mrs. Locke: What will happen if I let go of the bar magnet in my right hand? Who can tell us? Tomás, can
you tell us what will happen?
Tomás: The magnets will come together like this. (He demonstrates with his hands.)
Mrs. Locke: Very good.
Then Mrs. Locke introduces a concept from chemistry with a brief discussion about polar molecules
and how they have slightly negative and slightly positive charged regions on opposite ends; she thinks
that this concept will reinforce the idea of polarity and magnetic fields. She points out to the students
that these types of molecules are referred to as dipolar molecules. Mrs. Locke illustrates with a diagram
of hydrogen chloride, accompanying the illustration with stories about her work as a chemist and the
 Chapter 1 Thoughts and Actions of Beginning Science Teachers 3

importance of molecular structure in chemical reactions. Mrs. Locke feels that conveying her experiences
in the chemical industry will enhance student learning.
Toward the end of the class period, Mrs. Locke gives students some information about the next
class period and how it will build on what they have learned today. She points out that the students may
perform a lab on magnets tomorrow if time permits. At this point, the bell sounds for class to end and
Mrs. Locke calls out to the students, who are now moving from their seats, to read over the chapter
on magnetism in the textbook. As the students clear out of the classroom, the beginning teacher has an
empty feeling of dissatisfaction that the lesson was subpar, lacking excitement and coherence.

Stop and Reflect!

Obviously, there are aspects of Mrs. Locke’s science lesson that were effective and aspects that could be improved. Examine how
the beginning teacher addressed the five basic teaching functions, and write statements concerning how they were implemented
or not implemented in the lesson. The five teaching functions are (a) planning, (b) purpose, (c) assessment, (d) teaching, and
(e) management. For each of these functions, state the effective actions demonstrated by the teacher, followed by suggestions for
improvement. After you have completed this task, read further along in the chapter to learn more about Mrs. Locke’s assessment
of her teaching. You can do so through the vignettes and conversations presented between Mrs. Locke and her mentor teacher,
Mr. Carlson. Their conversations will help guide your thinking about effective teaching practices.

CHAPTER OBJECTIVES
Use the following learning outcomes to guide your thinking about how to strengthen the relationship between
science teaching and student learning:
1. Discuss the thoughts and actions of beginning science teachers, which often lead to ineffective instruction with
regard to (a) the purpose of science teaching, (b) planning to teach science, (c) assessing student progress,
(d) teaching science, and (e) managing the learning environment.
2. Discuss the thoughts and actions of many experienced science teachers, which usually lead to effective instruction
with regard to (a) the purpose of science teaching, (b) planning to teach science, (c) assessing student progress,
(d) teaching science, and (e) managing the learning environment.
3. Analyze and evaluate a teacher’s instructional effectiveness as observed in a video recording or written vignette
with regard to (a) the purpose of science teaching, (b) planning to teach science, (c) assessing student progress,
(d) teaching science, and (e) managing the learning environment.
4. Demonstrate, in both instructional plans and a brief teaching episode, effective instructional practices with
regard to (a) the purpose of science teaching, (b) planning to teach science, (c) assessing student progress,
(d) teaching science, and (e) managing the learning environment.
5. Describe how you could go about establishing a mentoring relationship with an experienced teacher.
What challenging aspects of teaching science might a mentor help you develop into successful practices?

The purpose of this chapter is to provide a vision of effective science education and to place you on the road to
success as a science teacher. You need to have both a big picture of the profession and a focus on the professional
attributes, skills, and strategies that will lead to effective instruction and efficient student learning. Figure 1.1 shows
a framework for conceptualizing science teaching. The lower section of the framework presents a number of science
education themes, important areas that should inform your thinking and actions related to science education. The
upper section shows fundamental attributes and abilities that support the major themes. Without an understanding
of the professional attributes of successful teachers and the abilities necessary to implement effective science instruc-
tion, little can be accomplished in classrooms with large numbers of active adolescents, many of whom have a high
interest in matters other than science.
4 Part One Getting into Science Teaching

FIGURE 1.1 Professional teacher attributes, instructional practices, and major themes that support science education goals and
learning outcomes.

Professional Teacher Major Science Education

Attributes,Instructional Goals and Themes
Practices, and Major Science Science Literacy
Education Themes Nature of science
Nature of engineering
Professional Attributes Nature of technology
Exhibits knowledge of science Nature of mathematics
Shows interest in making science relevant
Displays enthusiasmabout teaching Practices of Science and Engineering
science Asking researchable questions
Demonstrates “with-it-ness” in the Gathering data
classroom Constructing evidence
Desires to help students learn science Presenting results
Using mathematics
Teaching Skills Making arguments
Introducing lessons Concluding investigations
Giving directions Communicating results
Asking questions during instruction Designing devices and systems
Using a variety of teaching aids
Managing the learning environment Student Diversitiy
Reviewing to assess and reinforce learning Demographics
Socioeconomic status
Instructional Strategies Gender difference
Lectures Cultural background
Demonstrations
Human Learning
Discussions
Constructivism
Laboratory and fieldwork
Information processing
Reading in the content area
Motivation to learn
Group work and projects
Reasoning
Modeling to learn
Visualization
Simulations and games
Electronic instruction and the Internet Accountability and Testing
Teacher accountability
Learning and Reinforcement Techniques High-stakes testing
Taking notes Student achievement
Keeping a journal Comparisons of U.S.and foreign students
Writing summaries and short papers College and career readiness
Identifying similarities and differences
Making concept maps and visual maps

EXAMINING THE THOUGHTS AND ACTIONS OF

BEGINNING SCIENCE TEACHERS GUIDED BY BASIC
TEACHING FUNCTIONS
The challenges facing beginning science teachers are many, but not insurmountable. The remaining sections of this
chapter will highlight critical features of science teaching that beginning teachers should consider. These features are
planning, purpose, assessment, instruction, and management. In order to develop a mind-set for effective teaching, the
discussions that follow will contrast the thoughts and actions of many preservice teachers, as well as some who are in
the classroom as a beginning teacher, with teachers who are more informed and experienced. Toward this end, you
should reacquaint yourself with the vignette at the beginning of the chapter to prepare for discussions of how the
beginning science teacher, Mrs. Locke, engages students in her science class and how she might instruct them differ-
ently in order to be more effective in supporting their learning.
 Chapter 1 Thoughts and Actions of Beginning Science Teachers 5

The Planning of the Lesson

Planning is one of the most important teaching functions (see Table 1.1). A teaching plan is a blueprint for accom-
plishing a set of learning outcomes, offering a vision of the intended teaching and learning that are to take place,
achievable only through careful thinking and organization before any instruction occurs. Planning requires consid-
erable background knowledge of the subject and of pedagogy, plus creativity. It is obvious when a teacher has not
planned well, because the instruction results in a lack of student engagement and little learning.
Science teachers must plan frequently and thoroughly to be successful. Further, their goal must be twofold: (1) to
engage students in activities that are instructive and meaningful—activities that help students to construct important
concepts—and (2) to develop lifelong understandings, dispositions, and skills. In addition, with very abstract subject
matter, one goal might be to focus on a limited number of key concepts, rather than on an overview of many. Lesson
plans are the most basic elements of a curriculum that is designed for one period of instruction.

Let’s listen in on a conversation between Mrs. Locke and her mentor as they discuss Mrs. Locke’s planning for the
lesson on magnetism.
Mr. Carlson: Tell me Virginia, when did you begin planning for the first lesson that you taught on magnetism?
Mrs. Locke: I began the night before, because they keep you busy in this school. There sure are a lot of paperwork
and after-school duties, which leave very little time to sit and plan for the next day.
Mr. Carlson: I can appreciate what you are saying about all of the paperwork and duties. They seem to get worse
each year. Nevertheless, we have course materials and resources that can help you with your planning. Be sure
to frequently examine the notebook that we prepared for the integrated physics and chemistry course. Other
teachers and I spent a great deal of time and effort assembling it. Although it may not be perfect, the notebook
is organized into units, and it provides national, state, and district standards for each unit. In addition, you will
find goals, instructional objectives, suggested activities, assessments, and a ton of supporting materials in it.
Mrs. Locke: I did briefly look over the information in the notebook about magnetism, but I tried to make the
lesson different.
Mr. Carlson: That’s fine, and I encourage you to be creative in designing your own lesson. Nevertheless, reflect
carefully on what is in the course notebook, some of which is on the district’s intranet. Then modify what the
district has to accommodate your teaching style and students’ abilities. Please study the purpose, assessment,
instruction, and management suggestions that the district has set down; they could be a big help in your think-
ing about each lesson. And perhaps most important, study the instructional objectives; I can tell you more
about learning outcomes when we talk later about planning and assessment.
Mrs. Locke: Perhaps I have not put in enough time in my planning. In the future, can I show you some of my
plans before I teach?
Mr. Carlson: I look forward to that.

Through district-wide or small-group efforts, most teachers have access to an assemblage of resources that are
useful for planning instruction for particular courses. The discussion between Mrs. Locke and her experienced men-
tor indicates that Mrs. Locke could benefit from reviewing the district’s notebook, which contains lesson plans for
the entire course. As the discussion suggests, this assemblage of information can provide a great deal of direction for
those teaching science for the first time.
Nevertheless, we feel strongly that beginning teachers should not rely solely on resources assembled by others.
Each teacher should modify lesson plans and other materials to best accommodate his or her teaching style and the
needs of students. Further, each teacher should modify and expand the instructional objectives presented, because
doing so will provide personal ownership of the learning outcomes considered most appropriate for students.
Some educators are adamant in their belief that you cannot teach someone else’s lesson plan. Although there is
certainly some truth to this statement, we believe that beginning teachers can benefit tremendously from using les-
son plans and other available resources as the foundation for their teaching. These materials can then be modified to
personalize instruction in ways that are most suitable for teachers and students alike.

The Purpose of the Lesson

Teachers must have a clear set of ideas regarding what they want to accomplish in a lesson (see Table 1.1). They
should be focused on student learning and success, as well as on the core ideas of the discipline they are teaching. Stu-
dents should leave the class period with new information and experiences that will stick in their long-term memory.
6 Part One Getting into Science Teaching

The lesson should spark interest in science, expanding the

students’ understanding of the concepts and practices of
science rather than the feeling that science class is one big
vocabulary lesson.
Before reading further, write down several sentences that
capture your thoughts about the purpose that Mrs. Locke
envisioned for the magnetism lesson described in the
chapter’s opening vignette. Then, listen in on a conversation
between Mrs. Locke and her mentor, Mr. Carlson, to learn
about her thoughts concerning the lesson’s purpose.
Mr. Carlson: I had an opportunity to examine your
lesson plan on magnetism and to think about your
dissatisfaction with the first lesson in the unit. Tell
me Virginia, what was your overall purpose for the
lesson?
Mrs. Locke: Well, I wanted to teach the students about
the lines of force associated with magnets—just some
basics about magnetism. I thought that getting into
the details of the subject and using a variety of differ-
ent instructional activities would have garnered more
interest from the students. I tried to make the learn-
ing concrete and engaging, but the lesson did not
come up to my expectation.
Mr. Carlson: I applaud your effort and I think your
purpose is admirable. I certainly like the focus on A teacher’s ultimate concern should be with students and their
content and the variety of instructional strategies success.
that you implemented. This is an important way to
plan and teach science lessons, because it generates interest. The attention span of many eighth-grade students
is short, and variety is important. Although I did not observe the lesson, you do seem to be enthusiastic about
teaching science. Enthusiasm is an important attribute for all teachers to possess (see Figure 1.1). I would like
to stress the importance of building relationships with the students. Your positive relationships with students
will likely enhance the success of most lessons that you teach. Try to expand the interaction and engagement
that takes place. You want students to view you as being supportive of their learning and success.
Mrs. Locke: I generally focus on the content of the lesson as the main factor, but I agree that I should consider
other aspects as well. I have had so much chemistry in my education and training that I automatically focus on
what I’m teaching and not so much on how I’m teaching.
Mr. Carlson: In no way do I want to minimize the importance of science content. A science teacher must know
a great deal about the subject matter he or she teaches in order to plan creative instruction and ask meaning-
ful questions. Nevertheless, there are other aspects of teaching that are just as important in promoting student
learning—personal attributes, such as enthusiasm, “with-it-ness,” and the ability to build a rapport with stu-
dents (see Figure 1.1). Further, you should introduce the expectation that the lesson will also prepare students
to investigate some questions about magnetism that arise later on in the unit. That’s enough for now, however;
we can talk more about teaching science as inquiry and the practices of scientists and engineers at a later time.
In the brief conversation between the beginning science teacher and her mentor, it is evident that Mrs. Locke is
moving toward becoming an effective teacher but needs to broaden her perspective of the purpose of teaching science.
In subsequent conversations between Mrs. Locke and her mentor, you will learn about Mr. Carlson’s suggestions
for how to infuse learning experiences into lessons to enhance students’ language development and to incorporate
“minds-on” activities that support major science education themes such as scientific literacy and inquiry, and how to
accommodate the needs of diverse student learning and address motivation (see Figure 1.1).

The Assessment of the Lesson

Assessment, which involves the process of gathering information about the overall effectiveness of a particular
instance of teaching and learning, serves at least two purposes: to determine how well students are achieving the
 Chapter 1 Thoughts and Actions of Beginning Science Teachers 7

intended learning outcomes and to ascertain the effectiveness of the instruction. At the level of teaching lessons,
assessment is best done if it takes place before, during, and at the end of the instructional period. Comparisons are
then readily made.
With regard to using assessment for generating grades, information can be gathered from students’ work, their
behaviors and oral responses, and test results, as well as other outcomes (see Table 1.1). With regard to all teaching
plans and instruction, the assessment must be tied directly to instructional objectives, often referred to as learning
outcomes or behavior objectives. Instructional objectives state exactly what the learner should know or be able to do
by the end of the lesson. These objectives should be measurable and must be an integral part of the written plan, the
instruction, and the assessment. Too often, teaching plans have vague statements of the intended learning outcomes,
leading to less effective teaching and learning.

Let’s listen in on a conversation between Mrs. Locke and Mr. Carlson regarding the assessment associated with the
magnetism lesson.
Mr. Carlson: As I think about your lesson, I would like to zero in on the assessment that you used to determine
student learning. Tell me about your instructional objectives.
Mrs. Locke: The instructional objectives that I included in my plan were for the students to
1. Define magnetism.
2. Understand about the lines of force associated with magnets.
Mr. Carlson: Virginia, I am pleased that you have set down at least two instructional objectives for the lesson. You
begin with a definition, which is fine. I do have a problem with the second objective. Can you think of a reason
for my reservation about number two?
Mrs. Locke: Not really. Here I am looking for student understanding. In my certification program, I was taught
that understanding is important.
Mr. Carlson: Certainly! We want to teach for understanding. But if we are serious about achieving this outcome,
we must state the outcome it in a manner in which the learning can be observed and measured. From an
instructional design point of view, understanding must be stated in such a way that you can observe it
happening during and after the instruction. Would you like to try to state objective number two in a more
observable manner?
Mrs. Locke: Sure. How about like this:
2. Describe the lines of force around a magnet.
Mr. Carlson: You are on the right path. Let’s give the learning outcomes a bit more specificity. What do you think
about this?
2. Draw and describe the lines of force around a bar magnet, including the direction of the forces from the
north to the south pole or from the south to the north pole.
Do you think my modification of the original objective is more to the point of what you want the
students to be able to know as the result of this lesson and at the completion of the magnetism unit?
Mrs. Locke: Definitely.
Mr. Carlson: I would add a third instructional objective to your lesson, because you addressed another learning
outcome during your instruction:
3. Given a diagram of bar magnets, or given real bar magnets placed near each other, with their poles labeled,
predict whether the magnets will attract or repel.
You also may wish to ask students to explain their predictions.
Mrs. Locke: I think that is what I want students to be able to do on the test.
Mr. Carlson: Great! Let’s touch on another aspect of assessment: assessing students’ knowledge at the beginning
of the lesson. You did begin the lesson by asking students what they know about magnetism. That was a good
start, but I recommend spending more time on ascertaining this knowledge from all of the students. You called
on just two students to tell you what they know about magnetism. I recommend that you call on many more
students. Can you think of how to determine what students know about magnetism at the beginning of the
lesson?
Mrs. Locke: I can ask students to write a short paragraph explaining magnetism and then go around the room asking
for certain students to read their paragraphs.
8 Part One Getting into Science Teaching

Mr. Carlson: Exactly! That is a good approach to determining what students know about a concept at the begin-
ning or, indeed, at any point during instruction.
Mr. Carlson continues to talk with Mrs. Locke about assessment. In addition to discussing assessment during
the lesson and at its end, they talk about assessing students’ learning during the lesson. This focus leads Mrs. Locke
to realizes that during the lesson she should have asked more questions and called on many more students to answer
questions, about magnetism—questions that are tied directly to the desired learning outcomes for the lesson and
are described explicitly in the instructional objectives. Further discussion about assessment also led Mrs. Locke to
realize that a review of students’ knowledge of the learning outcomes should have been conducted at the end of the
lesson. Such a review would provide feedback on where to begin the instruction in the next period and how much
review and reteaching is needed.

The Teaching of the Lesson

Teaching or instruction is what people usually think of when they visualize a classroom: a teacher guiding student
learning. Instruction can take many forms, such as asking questions, reviewing material presented earlier, lecturing,
discussing, engaging students in simulations, performing laboratory work, solving problems, reading, taking notes, or
guiding students’ learning with the use of the Internet or an interactive whiteboard. As seen in Figure 1.1, instruction
can be thought of in terms of the use of teaching skills, instructional strategies, and learning techniques. Some forms
of instruction are more teacher centered, while others are more student centered.
Teacher education has a long history of observing and giving feedback to preservice teachers, student teachers,
and individuals who are participating as interns in teacher induction programs. This process of giving evidence-based
guidance to newcomers to the teaching profession is an effective way to improve teaching and student learning. Much
of this science methods textbook focuses on the act of teaching and its many facets—all geared toward enhancing
student learning and success.

Let’s again listen in on a conversation between Mrs. Locke and her mentor, Mr. Carlson, regarding her teaching of
the magnetism lesson.
Mr. Carlson: I was delighted to see that you used a variety of teaching skills and instructional strategies. This is a
good way to think about and carry out your teaching. From your lesson plan, I see that you used at least five
different modes of teaching:
• an introduction to the lesson, with questions for students to answer
• a lecture that included contributors to our knowledge of magnetism
• a 15-minute YouTube presentation illustrating the earth’s magnetic lines of force
• a short question-and-answer session on the mechanism of magnetism, using the overhead projector
• a closing of the lesson at the end
How do you feel about the manner in which you carried out your teaching with respect to these five aspects of
instruction?
Mrs. Locke: At first, I thought that I was doing well with the lesson. Then, about midway into the period, I felt
that I wasn’t getting enough from students, and I noticed that they were losing interest in my teaching.
Mr. Carlson: Can I give you some suggestions concerning the instruction that might help you in the future?
Mrs. Locke: Sure, I’m here to learn how to be a better teacher.

Mr. Carlson offers feedback on the way Mrs. Locke opened and closed the lesson and on the instructional strategies
she employed:
Opening. You started off the first part of the lesson on the right foot by asking questions about magnets. This
approach caused students to think. However, you called on only a few students. I recommend that you
engage all students at the beginning of the lesson by asking them to express their knowledge of magnets in
their notebooks. Place the questions on the board or project them with a SMART Board. Then, continue
by asking students to answer specific questions regarding magnetism.
After the students complete their writing with you, walk among them, examining some of the written
responses, and call on many students to answer each question. Also, ask students to verify the correctness
of the other students’ responses. Encourage students to express themselves orally. Toward the end of
the opening of the lesson, you can list the important concepts the students studied and the instructional
objectives of the lesson.
Another Random Scribd Document
with Unrelated Content
love us less, you do not feel it so much; when you are
thrown among a lot of people who do not much care
about you, you find out the value of our love for you,
and think more of us. However, you have Herbert, and
I daresay you think that you love him better now than
ever you did at home. As we are all sinful and
imperfect creatures, I have no doubt that you have
sometimes done and said things which we should be
sorry to hear of. You must ask God to help you to do
better in future; but I must say that I have always
found you good and obedient, and you have never
given us any anxiety. There is one lesson which you
ought to learn from your present feelings of discomfort
and worry; when you are a big boy at Rugby, and see
any poor little fellow worried and uncomfortable, you
must say a kind word to him (remembering what you
once felt yourself); you have no idea how much good
a kind word from a big fellow (what you call a swell)
will do to a poor little beggar. You remember how kind
Gardner was, and how much he was liked at Rugby for
it. All are well, and send best love. I fully intend to
come to see you when I get back to Offley—perhaps to
the old Rug. match. God bless you.
“Yours most affectionately,
“G. E. Hughes.”

“November, 1871.
“Dearest Old Boy,
“I know why you feel rather down in the mouth just
now. You have (to use a phrase in athletics) lost your
first wind, and haven’t yet got your second wind. The
novelty of excitement of school life has gone off, and
you are too new to it yet to enjoy what there is
enjoyable in it. Courage! I know your feelings well,
having experienced them myself. So has Herbert: so,
in short, has everyone who has ever been at school.
You will soon get over it all, and like your school life,
although of course it is not so pleasant as home. Most
schoolboys are selfish and bad-mannered, and there
are always plenty of snobs and bullies amongst them;
but there is always a minority of nice fellows. I am
inclined to believe that as you go so often to Arnold’s,
you have not made much acquaintance with your
schoolfellows. Perhaps it would be better to cultivate
their acquaintance more. Don’t be afraid about not
getting into Rugby. You ought to have heard Herbert’s
doleful forebodings about never being able to get out
of lower school: he was much more doleful than you,
but if you were to remind him of it, he would probably
not remember it at all; neither will you a year hence. If
you are hungry, can’t you buy grub in the town? I
mean something like sausage-rolls, or hard eggs. I will
give you the money for it; or can you suggest any way
in which we can supply you? What do you do on
Sundays? and to what church do you go? I wish we
could have you with us occasionally, just as much as
you do. All are well, and join in best love. God bless
you.
“Yours most affectionately,
“G. E. Hughes.”

“Offley.
“Dearest Old Boy,
“I believe your mamma has written to you, but I
must give you a few lines to say how much we were
pleased with your report which came this morning.
There is no happiness in this world so great to us as
the assurance that you and your brothers are doing
well. I am very sorry that you were down in the mouth
at my departure. I should like to have you always with
me, but you (being a boy of good sense) must know
very well that it cannot be: you must (like all others)
fly from the nest some time or other, and school is the
preparation for a longer flight. I have no doubt that
now you are all right again. You won’t be down-
hearted long, if you only work well and do your duty.
At your age the spirits are very elastic, and soon
recover any depression.
“We shall be anxious to hear about your cough and
Sharp’s opinion. God bless you,
“Yours most affectionately,
“G. E. H.”

“Offley, Sunday, Nov. 26th, 1871.

“Dearest Old Boy,
“I have nothing particular to tell you, but must write
a line in return for your jolly letters, which are very
pleasant to us. I am very sorry that your cough is not
better. I am afraid that you will not get rid of it until
we get you at home, and nurse you properly. You will
soon be with us now; in the meantime take care of
yourself, and make the most of your time (I don’t think
I need tell you to work, as you seem so well inclined
already). I will write about your coming home, and
also about your going up for the entrance Exam. after
Christmas. I wish very much that you should go up. I
really don’t see why you should go to Rugby three
days before the Exam.; but if they insist upon it, I
suppose it must be so. I hope you won your match
yesterday. It is very unfortunate that you could not
play as you would have done but for this unlucky
 cough. Never mind, you have plenty of time before you
for football. All are well, and join in best love to you.
God bless you.
“Yours most affectionately,
“G. E. Hughes.
“The hounds come to Wellbury to-morrow. I hope
your game was good. Let us know.”

At the beginning of the next term Jack went to Rugby, and almost
the first letter he received from his father was the following
Valentine, which species of missive appears to have become popular
amongst boys:—
 “February 23, 1872.

“This is the month when little Cu-

-pid robs us of our senses, oh!
’Tis he inspires me to renew
My doleful strains of love to you,
Oh, charming, fascinating cru-
-el Walter Jacky Mansfield Hugh-
-es, Scholæ Rugbeiensis, oh!

“I learn to dance and sew, while you

Are learning Latin tenses, oh!
How I should like to dance with you,
Instead of with my frightful grew-
-some governess, oh! charming cru-
-el Walter Jacky Mansfield Hugh-
-es, Scholæ Rugbeiensis, oh!

“I’m sure the least that you can do

To calm my nerves and senses, oh!
Is (though ’tis slightly overdue)
To take this little billet-doux,
And be the Valentine so true
Of her who signs herself your Su-
-san, charming, fascinating cru-
-el Walter Jacky Mansfield Hugh-
-es, Scholæ Rugbeiensis, oh!

“Your Susan.”

In explanation of an allusion in the next letter, I insert an extract

of the same date, from one to his sister:—
 “Jack is in high force, but has been having extra
lessons (with all his schoolfellows), in consequence of
(what he calls) a ‘towel fight,’ and subsequent ‘war
dance,’ in which the school indulged in an irrepressible
burst of youthful spirits. What geese boys are!”

“Offley, March 1872.

“Dearest Jack,
“I hope you got the hamper all right, and that the
‘grub’ was good and of the right sort. Your ‘war dance’
amused us excessively, and of course there is no harm
in a war dance; but, if it is forbidden, what an old
goose you are to risk having impositions and extra
lessons for it! But schoolboys are always the same,
and I can’t expect you to be wiser than the rest.
“If you can’t make out why your copies are wrong,
why don’t you ask one of your schoolfellows? I
suppose some of them are good fellows, and would tell
you your mistake; or say openly to the master that you
can’t find out, and I should think he would enlighten
you. At least, he ought. We shall have you home in
about three weeks, and right glad we shall be. Go at it
hard for the remainder of the term, for remember the
entrance Exam. You must work a little in the holidays
to keep up what you know. The boys are better, and
have been playing football vigorously. Best love to
Herbert; ask him whether he wants any cricket
practice. I mean Hughes to bowl. God bless you.
“Yours most affectionately,
“G. E. H.”

Westward Ho, from which several of the preceding letters were

written, had become his favourite watering-place. He had gone there
at first by chance, and, finding links and a golf club, had taken to the
game with his usual success. At Pau he had played a little, but
certainly never handled a club till he was past forty. Nevertheless,
though it is a game in which, I am told, early training and constant
practice is almost an essential condition of success, he entered for,
and succeeded in winning the champion’s medal in the annual
gathering of 1870. Soon after his return from the meeting he wrote
to me.

“We spent three very pleasant weeks at Westward

Ho. I wish that I could infect you with ‘golfomania.’
Golf is the middle-aged man’s game. I mean by the
middle-aged man, the man who could once, but
cannot now, get down upon a leg shooter. We had a
dozen hard-worked men from the city, besides doctors,
lawyers, soldiers on leave, etc., all perfectly mad whilst
it lasted. I was quite as mad as the rest, and having
now ‘relapsed’ into sanity, I am able to look back upon
it with the most intense amusement. The humour of
the whole thing was positively sublime. You have
heard squires at their wine after a good run—bless
you, they can’t hold a candle to golfers. Most of the
players were Scotch, and the earnestness with which
the Scotch ‘play’ is a caution. I think of trying my hand
at a rhapsody about golf.”

The rhapsody was, I believe, never written, but he continued to

like and practise the game till his death, which indeed is, in my
mind, rather painfully connected with it. My last visit to Offley was in
the short Easter vacation of this year, and I thought I had never
seen him better, or in more full vigour of body and mind. On the
30th of March he mounted me, and I rode with him and two of his
boys to a meet near Offley. We had a run early in the day, and got
home to a late lunch, after which he went out into his plantations
and worked till dark. Indeed, when I left the same evening by the
mail train for the north, I beguiled my journey by thinking that the
whole kingdom might be searched in vain to find a finer specimen of
a man. On that day four weeks I received a telegram from Hoylake
to say that he was lying there very dangerously ill. He had gone on
there, after leaving his boys at Rugby, to take part in the golf
tournament. He went down with a bad cold, but paid no attention to
it, and went round the links with some friends on the first evening.
The next day he became much worse, and was obliged to take to his
bed, from which he never got up. The cold had settled on his lungs,
and violent inflammation was set up. His wife and children were
summoned at once, and his mother and sister and myself two days
later. When I arrived, the lower part of the lungs had suppurated,
and the medical man gave very slight hopes of his recovery. He
could only speak with exceeding difficulty, but retained his strength,
and the grip of his hand was as strong as ever. He met death with
the same courage as he had shown throughout life, giving me a few
clear instructions for a codicil to his will, while his youngest boy lay
with his head on his shoulder, crying bitterly, and almost with his last
breath regretting the trouble he was giving his nurse. On the
afternoon of May 1st he received the Sacrament with all of us, and
at four on the morning of the 2nd passed away, leaving behind him,
I am proud to think, no braver or better man. But you shall have
better testimony than mine on this point. Out of the many letters to
the same purpose which I received, and two of which have found a
place in the earlier part of this memoir, I select an extract from one
written by Bishop MacDougal, who, thirty years ago, had rowed
behind him in the University boat.

“I must just write a line to express my heartfelt

sympathy with you in your sad, sad bereavement.
Dear old George! What an irreparable loss to you and
all his old friends! I have myself been heavy-hearted
ever since I heard he had been called away from us,
and shall never think of his cheery voice, his hearty
greeting, his kindly, loving words, without a sharp
pang of regret that I shall no more in this life meet
with him I loved so well, and admired as the finest
specimen of the high-minded, earnest, true-hearted
English gentleman it has been my lot to meet with. He
was too good for this hard, selfish generation, and he
is in God’s mercy called away to that better world,
where love and truth and peace dwell undisturbed in
the presence of our blessed Lord. May we, my dear
Tom, have grace given us so to fight the good fight of
truth and faith, that when our work is done we may be
called thither to join your dear brother and our other
loved ones, who have gained the victory over self and
the world, and have been called to their rest before
us.”
 CHAPTER XI.
CONCLUSION.

On looking through the preceding pages, I have been struck with

one special shortcoming. I am painfully conscious how poor and
shallow the picture here attempted will be, in any case, to those who
knew my brother best. Nevertheless, those for whom it was
undertaken will, I trust, be able to get from it some clearer idea of
the outer life of their father and uncle, but of that which underlies
the outer life they will learn almost nothing. And yet how utterly
inadequate must be any knowledge of a human being which does
not get beneath this surface! How difficult to do so to any good
purpose! For that “inner,” or “eternal,” or “religious” life (call it which
you will, they all mean the same thing) is so entirely a matter
between each human soul and God, is at best so feebly and
imperfectly expressed by the outer life. But, difficult as it may be,
the attempt must be made; for I find that I cannot finish my task
with a good conscience without making it.
There is not one of you, however young, but must be living two
lives—and the sooner you come to recognize the fact clearly, the
better for you—the one life in the outward material world, in contact
with the things which you can see, and taste, and handle, which are
always changing and passing away: the other in the invisible, in
contact with the unseen; with that which does not change or pass
away—which is the same yesterday, to-day, and for ever. The former
life you must share with others, with your family, your schoolfellows
and friends, with everyone you meet in business or pleasure. The
latter you must live alone, in the solitude of your own inmost being,
if you can find no Spirit there communing with yours—in the
presence of, and in communion with, the Father of your spirit, if you
are willing to recognize that presence. The one life will no doubt
always be the visible expression of the other; just as the body is the
garment in which the real man is clothed for his sojourn in time. But
the expression is often little more than a shadow, unsatisfying,
misleading. One of our greatest English poets has written—

“The one remains, the many change and pass,

Heaven’s light for ever shines, earth’s shadows fly.
Time, like a dome of many coloured glass,
Stains the bright radiance of eternity,
Until death tramples it to fragments.”

And so you and I are living now under the dome of many-coloured
glass, and shall live as long as we remain in these bodies, a
temporal and an eternal life—“the next world,” which too many of
our teachers speak of as a place which we shall first enter after
death, being in fact “next” only in the truest sense of the word;
namely, that it is “nearest” to us now. The dome of time can do
nothing more (if we even allow it to do that) than partially to
conceal from us the light which is always there, beneath, around,
above us.
“The outer life of the devout man,” it has been well said, “should
be thoroughly attractive to others. He would be simple, honest,
straightforward, unpretending, gentle, kindly;—his conversation
cheerful and sensible: he would be ready to share in all blameless
mirth, indulgent to all save sin.” And tried by this test, the best we
have at command, my brother was essentially a devout man.
The last thirty years, the years of his manhood, have been a
period of great restlessness and activity, chiefly of a superficial kind,
in matters pertaining specially to religion. The Established Church, of
which he was a member, from conviction as well as by inheritance,
has been passing through a crisis which has often threatened her
existence; faction after faction, as they saw their chance, rising up
and striving in the hope of casting out those whose opinions or
practices they disliked. Against all such attempts my brother always
protested whenever he had an opportunity, and discouraged all
those with whom he had any influence from taking any part in them.
“I have no patience,” for instance, he writes at one of these crises,
“with —— for mixing himself up with Church politics. I believe you
know what I think about them, namely, that both parties are right in
some things and wrong in others, and that the truth lies between
the two. I hope I shall always be able to express my dissent from
both without calling names or imputing motives, and when I hear
others doing so, I am always inclined, like yourself, to defend the
absent. I was very sorry to hear that —— has given up his parish. I
cannot understand his excessive attachment to what is, after all,
only the outside of religion; but he is so good a man, so hard-
working, so self-denying, that one feels what a great loss he must
be.”
Outside the Church the same religious unrest has had several
noteworthy results, perhaps the most remarkable of these being a
negative one: I mean, the aggressive attitude and movement of
what is popularly known as scientific thought. Amongst its leaders
have been, and are, some of the best, as well as the ablest, men of
our time, who have had, as they deserved to have, a very striking
influence. But the tone of scientific men towards religion has been
uniformly impatient or contemptuous, not seldom petulant. “Why go
on troubling yourselves and mankind about that of which you can
know nothing?” they have said. “This ‘eternal’ or ‘inner’ life of which
you prate is wholly beyond your ken. We can prove to you that much
of your so-called theology rests on unsound premises. Be content to
work and learn with us in the material world, of which alone you can
get to know anything certain.” That challenge has shaken the
foundations of much which called itself faith in our day. I never could
discover that my brother was ever seriously troubled by it.
Dissertations on the Mosaic cosmogony, theories of the origin of
species, speculations on the antiquity of man, and the like,
interested, but never seemed to rouse in him any of the alarm or
anger which they have excited in so many good Christians. Granting
all that they tend to prove, they deal only with the outward garment,
with the visible universe, and the life which must be lived in it,
leaving the inner and real life of mankind quite untouched.
He was, however, neither so tolerant of, nor I think so fair to, the
stirring of thought within the Church, which has resulted in criticisms
supposed to be destructive of much that was held sacred in the last
generation. His keen sense of loyalty was offended by anything
which looked like an attack coming from within the ranks, and so he
shared the feeling so widely, and I think wrongly, entertained by
English Churchmen, that the right of free thought and free speech
on the most sacred subjects should be incompatible with holding
office in the Church.
As to his own convictions on such subjects, he was extremely
reserved, owing to a tendency which he believed he had detected in
himself to religious melancholy, which he treated simply as a
disease. But no one who knew him at all could ever doubt that a
genuine and deep religious faith was the basis of his character, and
those who knew him best testify unanimously to its ever increasing
power. “I don’t know if you were ever told,” his sister writes, “of the
singular desire dying people had that George should be with them.
You know how reserved he was, and he would always think that
people would prefer some one who talked more to them, but I think
it was his great gentleness and strength which made the dying feel
him such a comfort. He never volunteered; but when sent for, as
was often the case, always went to them, and read and prayed
constantly with them as long as they lived. There was one poor
young man who died of consumption, and George was constantly
with him to the last. The father was a very disreputable character,
and George seldom saw him. But some time after the young man’s
death, the father met George in the fields, and threw himself on his
knees to bless him for his love for his dead son. George came home
much shocked that the man should have knelt to him. One old man,
whom he used to go to for weeks and weeks during his long last
illness, really adored him, and, when George was away for a short
time, prayed that he might live till he saw him again. And George
was back before he died.”
Of this old man, he writes himself to his mother:—

“My old friend died on Saturday morning. I mean

Tom Pearse, for fifty years an honest labourer in this
parish. I am very sorry that (as he died in the short
hours) I could not be with him at the last, but very
glad that he died before I left Offley. So was he. He
prayed every day to die, not that he suffered, but he
had such a strong faith that death would be much
better. He said to me almost the last time I saw him, ‘I
thought, sir, I should have been home before this.’ And
when he was taken worse at last, he asked the nurse,
‘Am I going home?’ ‘Yes.’ ‘I’m so glad,’ he answered,
and died soon after. What an euthanasia! All good
people call death going home. ‘Let me die the death of
the righteous, and my last end be like his.’”

Intercourse of the most sacred and intimate kind with the old, and
dying, and suffering of another station in life is, however, far easier
to a man of reserved temper than it is with the young and healthy.
The most difficult class to reach in country villages, as in our great
towns, is that which is entering life, not that which is thinking of
quitting it. You may get young men together for cricket or football,
or even for readings, or in a club, and attain in the process a certain
familiarity with them, useful enough in its way, but not approaching
the kind of intimacy which should exist between people passing their
lives in the same small community. The effort to do anything more
with a class just emancipated from control, full of strength and
health, and as a rule suspicious of advances from those in a rank
above their own, must always be an exceedingly difficult one to
make for such a man as my brother, and is rarely successful. He
made it, and succeeded. During all the winter months, on every
Sunday evening the young men and the elder boys of the village
were invited to his house, and quite a number of them used to come
regularly. They were received by him and his wife. First he would
read a passage of Scripture, and explain and comment on it, and
afterwards he or his wife read to them some amusing book. He used
to speak with the greatest delight of the pleasure which these
meetings seemed to give, and of their excellent effect on his own
relations with the young men and boys who frequented them. When
the time for separating came, they used all to say the Apostles’
Creed, the Lord’s Prayer, and the following short prayer, which he
wrote[14] for the purpose:—

“O Lord God, Thou knowest all things. Thou seest us

by night as well as by day. We pray Thee, for Christ’s
sake, forgive us whatever we have done wrong this
day. May we be sorry for our sins, and believe in Jesus
Christ, who died for sinners. May the Holy Spirit make
us holy. Take care of us this night, whilst we are
asleep. Bless our fathers and mothers, brothers and
sisters, and all our relations and friends, and do them
good, for Christ’s sake. Help us to be good as long as
we live, and when we die, may we go to heaven and
be happy for ever, because Christ died for us. Amen.”

[14] Since this was printed I have heard that the prayer was
not written by him, but only adapted for the use of the boys from
a collection of some Church Society.
If I were to write a volume, I could throw no clearer light on the
inner life of my brother than shines out of this short, simple prayer,
written for village boys, and repeated with them week by week. Nor
is there any other picture of him that I would rather leave on your
minds than this. When I think of the help and strength which he has
been to me and many more, the noble lines on All Saints’ Day, of the
poet I have already quoted in this memoir, seem to be haunting me,
and with them I will end.
 “Such lived not in the past alone,
But thread to-day the unheeding street,
And stairs to sin and sorrow known
Sing to the welcome of their feet.

“The den they enter glows a shrine,

The grimy sash an oriel burns,
Their cup of water warms like wine,
Their speech is filled from heavenly urns.

“Around their brows to me appears

An aureole traced in tenderest light,
The rainbow gleam of smiles thro’ tears,
In dying eyes by them made bright,

“Of souls who shivered on the edge

Of that chill ford, repassed no more,
And in their mercy felt the pledge
And sweetness of the farther shore.”

FINIS.

THOMAS HUGHES’S WORKS.

SCHOOL DAYS AT RUGBY.

BY AN OLD BOY.
1 vol. 16mo. New Illustrated Edition. $1.25.
 TOM BROWN AT OXFORD:
A SEQUEL TO SCHOOL DAYS AT RUGBY.
2 vols. 16mo. $3.00.

ALFRED THE GREAT.

With Illustrations and Map. 1 vol. 16mo. $1.50.

JAMES R. OSGOOD & CO., Boston.

ENIGMAS OF LIFE.
By W. R. GREG.
1 vol. 12mo. $2.00.

CONTENTS.—Realizable Ideals.—Malthus Notwithstanding.—Non-

Survival of the Fittest.—Limits and Directions of Human
Development.—The Significance of Life.—De Profundis.—Elsewhere.
—Appendix.
 “What is to be the future of the human race? What are the great obstacles in
the way of progress? What are the best means of surmounting these obstacles?
Such, in a rough statement, are some of the problems which are more or less
present to Mr. Greg’s mind; and although he does not pretend to discuss them
fully, he makes a great many observations about them, always expressed in a
graceful style, frequently eloquent, and occasionally putting old subjects in a new
light, and recording the results of a large amount of reading and inquiry.”—
Saturday Review.

“It would be unfair to deny to these essays very great ability. The style is clear
and vigorous; the amount of thought and power displayed is considerable. Many
of the remarks on our social condition, on the prevention of disease, on the forces
which act on population, are exceedingly valuable, and may be read with much
advantage.”—The Illustrated Review (London).

“The whole set of Essays is at once the profoundest and the kindliest that has
for some time tried to set people a-thinking about themselves and their destiny.”—
Daily Telegraph (London).

“Mr. Greg is fertile, vigorous, and suggestive in his thinking; he is a thoughtful,

earnest, independent, and well-informed man, who really faces the problems he
discusses.”—Boston Globe.

“Full of writing of singular force and singular candor.”—The Spectator (London).

For sale by Booksellers. Sent, post-paid, on receipt of price, by the

Publishers,
JAMES R. OSGOOD & CO., Boston.
 MYTHS AND MYTH-MAKERS:
OLD TALES AND SUPERSTITIONS INTERPRETED BY COMPARATIVE
MYTHOLOGY.
By JOHN FISKE.
1 vol. 12mo. $2.00.

“It is both an amusing and instructive book, evincing large research and giving
its results in a lucid and attractive style. The author’s purpose is to present old
tales and superstitions as interpreted by comparative mythology. The seven
chapters of the volume relate respectively to ‘The Origins of Folk Lore,’ ‘The
Descent of Fire,’ ‘Werewolves and Swan-Maidens,’ ‘Light and Darkness,’ ‘Myths of
the Barbaric World,’ ‘Juventus Mundi,’ and ‘The Primeval Ghost World.’ The volume
is so rich in matter that the task of selection is difficult.”—Boston Globe.

“With the capacity for profound research and the power of critical consideration,
he has a singular grace of style and an art of clear and simple statement which will
not let the most indifferent refuse knowledge of the topics treated. In such a field
as the discussion of old fables and superstitions affords, we have not only to
admire Mr. Fiske for the charm of his manner, but for the justice and honesty of his
method.”—The Atlantic Monthly.

“Mr. Fiske is a master of perspicuous explanation. He has not laid claim to any
originality in the present volume, but his most grudging critics must allow that his
presentation of this intricate subject is simple and straightforward and at the same
time scholarly.”—New York World.

For sale by Booksellers. Sent, post-paid, on receipt of price, by the Publishers,

 JAMES R. OSGOOD & CO., Boston.

“A genial exponent of the best sort of American thought.”—The

Examiner (London).

BACKLOG STUDIES.
BY CHARLES DUDLEY WARNER,
AUTHOR OF “MY SUMMER IN A GARDEN,” “SAUNTERINGS,” ETC.
With Twenty-one Illustrations by Augustus Hoppin.
1 vol. Small quarto. $2.00.

This delightful volume has been greeted with remarkable

unanimity as one of the wittiest, freshest, most wholesome books in
American literature. The humorous genius which irradiated Mr.
Warner’s previous volumes, “My Summer in a Garden,” and
“Saunterings,” pervades these “Backlog Studies” and lends them an
indescribable charm.

New York Christian Advocate.

One of the finest books of quaint conceit, quiet humor, and delicate sentiment
we have read for a long time.... If a richer book in its own sphere has been written
by an American author, we are not familiar with it, and this we say despite the
genial author’s rebuke of criticism by comparison. From its opening page to its
close there is not a dry one in it, and some of its hits at popular fallacies and
stubborn dogmas are keen and incisive; while at the same time the delightful
humor and kindly spirit which accompany the lancet, make it impossible for one to
take offence, be his pet notions ever so much ridiculed.

Boston Commercial Bulletin.

Who shall say that books have no souls, especially books like this, all aglow with
healthful humor, bright thought, and talking right out to you what you were about
yourself to say,—only you had not quite thought it yet? A few of these ‘Studies’
have appeared in “Scribners,” but the most are new, while all are fresh and
sparkling as a frosty winter morning, and delicious as the company we love for a
winter evening. The book is more deeply thoughtful than “My Summer in a
Garden,” with an equally vivid play of fancy.
It never mocks or sneers, and its sarcasm has no sting. Hoppin has done his
part, and the publishers theirs, to make the volume a thing of beauty.

ALSO, NEW EDITIONS OF

MY SUMMER IN A GARDEN.
$1.00.
Illustrated by Hoppin. $3.00.

SAUNTERINGS.
$1.50.

For sale by Booksellers. Sent, post-paid, on receipt of price, by the Publishers,

JAMES R. OSGOOD & CO., Boston.
 DE QUINCEY’S WORKS.
NEW LIBRARY EDITION,
Uniform in general size and style with the Library Hawthorne,
Dickens, Waverley, etc. In eleven volumes, 12mo.

Volume I. The Confessions of an English Opium Eater, and

Autobiographic Sketches. $1.50.
II. The Note-Book of an English Opium Eater, and
Miscellaneous Essays. $1.50.
III. Narrative Papers. $1.50.
IV. Literary Reminiscences. $1.50.
V. Historical Essays. $1.50.
VI. Philosophical Writers. $1.50.
VII. Theological Essays. $1.50.
VIII. Memorials, and other Papers. $1.50.
IX. Biographical Essays, and Essays on the Poets. $1.50.
X. The Cæsars and The Avenger. $1.50.
XI. Letters to a Young Man, and Logic of Political Economy.
$1.50.

This is a compact and very desirable Library Edition of De Quincey.

It will freshly commend to all intelligent American readers the varied
and brilliant writings of this unsurpassed master of English prose.

“Since the English language has been written, we know of nothing comparable
to his style, splendor, variety, ease, idiomatic richness, and grace.”—London
Leader.
 THE ROMANCE OF THE HAREM.
By MRS. A. H. LEONOWENS,
AUTHOR OF “THE ENGLISH GOVERNESS AT THE SIAMESE COURT.”
Illustrated. 12mo. $3.00.
“When we began to feel that the poetry of the East was exhausted, Mrs.
Leonowens opened for us the door into a land of romance as novel, as fascinating,
and as splendid as any the Orient has ever shown us. In her ‘English Governess at
the Siamese Court,’ we had a somewhat confused glimpse of it; but in ‘The
Romance of the Harem’ we have our curiosity fully satisfied.”—Hartford Courant.

KEEL AND SADDLE:

A RETROSPECT OF FORTY YEARS OF MILITARY AND
NAVAL SERVICE.
By JOSEPH W. REVERE.
New Edition. 12mo. $2.00.
“Of the flavor and charm of the narrative we can convey no fair idea. There is a
freshness and genuineness in the story of his travels that will command general
admiration.”—Literary World.

For sale by Booksellers. Sent, post-paid, on receipt of price, by the Publishers,

JAMES E. OSGOOD & CO., Boston.

1873
 NEW BOOKS IN PRESS
FOR
SPRING PUBLICATION.
Messrs. JAMES R. OSGOOD & CO.’S
LIST OF WORKS IN PRESS FOR PUBLICATION DURING THE COMING SEASON.

Palmetto Leaves. By Mrs. Harriet Beecher Stowe. Illustrated. 1 vol.

Small 4to. $2.00. (Just ready.)

Enigmas of Life. Reprinted from English advance sheets. By W. R.

Greg. 1 vol. 12mo. $2.00.

The Other Girls. By Mrs. A. D. T. Whitney. Companion volume to

“We Girls,” “Real Folks,” &c. Illustrated. 1 vol. 12mo. $2.00. (In
April.)

A Chance Acquaintance. By William D. Howells. 1 vol. Small 18mo.

$1.50.

American Text-Books of Art Education. By Walter Smith.

 The Books of Jules Verne, as per the following List:
The Adventures of Captain Hatteras. Illustrated.
Five Weeks in a Balloon. Illustrated.
The Land of the Furs. Illustrated.
Twenty Thousand Leagues under the Sea. Illustrated.

Among the Isles of Shoals. By Celia Thaxter.

Lars: A Pastoral of Norway. A new and very striking love-poem.

By Bayard Taylor. 1 vol. 16mo. $1.50. (Just out.)

Music-Hall Sermons.—A New Volume. By Rev. W. H. H. Murray. 1

vol. 16mo. $1.50.

PAPER NOVELS. Osgood’s Library of Novels.

Not Easily Jealous. An English Reprint. (Ready.)

Writings of Emile Gaboriau, as follows:

The Lerouge Affair. (Ready.)

The Mystery of Orcival. (Ready.)
 Monsieur Lecoq.
The Slaves of Paris.
Infernal Life.
File No. 113.

Zelda’s Fortune.
Expiated. By the author of “Behind the Veil.”
Not Without Thorns. (Immediately.)

Complete Poetical Works of Bret Harte. Diamond Edition.

Uniform with Diamond Tennyson, &c. 1 vol. $1.50.

Continuation of the Library Editions of Hawthorne and De

Quincey.

Gothic Forms, applied to Furniture, Decorations, &c. By B. J.

Talbert. A magnificent Architectural and Decorative Work
reproduced by the Heliotype process. 1 vol. folio. With thirty
full-page plates.

A New Volume of Poems. By Owen Meredith. From advance

sheets.