Teaching Science for Understanding in Elementary and Middle Schools

This book focuses on what teachers do in classrooms, how they interact with students, the questions they ask, the discussions they stimulate, and how they build on students’ ideas and promote the development of skills that are needed in developing understanding of the scientific aspects of the world.

This close focus on practical advice for the classroom teacher has influenced the selection of topics covered in the book. There is, for example, nothing about selecting, storing, and maintaining equipment, or school curriculum development, or keeping records, and only a little about school science organization, testing, and using computer technology. So, what is to be found in this book? This introduction gives a brief outline of the ten chapters, each of which begins with an overview of its content and ends with action points—practical suggestions for teachers. In Chapters 5 through 8, the action points include examples of teachers’ questions designed to stimulate students’ use and development of inquiry skills.

“We have a long history of drawing upon Wynne Harlen’s books as a resource for our own staff and teachers in our workshops. Teaching Science for Understanding will be no exception. This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction. From providing models for learning science, practical approaches to doing investigations and communicating about them, and the role of formative assessment, Harlen offers a comprehensive view of science teaching. Wise and thoughtful advice is offered in a very accessible way. This book should be in every educator’s library”

—Lynn Rankin, Director, Institute for Inquiry, Exploratorium

“In previewing Wynne’s book I found myself wishing I still taught science methods at Arizona State University. This complete book about science teaching and learning could be the basis for any methods course. Easy to read and comprehend with very explicit examples, it will be foundational for classroom teachers as they journey from novice teacher of science to expert.”

—Jo Anne Vasquez, Ph.D., Past President of the National Science Teachers Association, author of STEM Lesson Essentials

“Teaching Science for Understanding is a comprehensive, exquisitely written guide and well-illustrated resource for high quality teaching and learning of inquiry-based science. Using vivid, familiar classroom contexts as points of departure it takes the teacher on delightful science teaching and learning journeys/expeditions that demonstrate gainful immersion of students in firsthand concrete and intellectual experiencing of all science inquiry skills. It is a masterpiece on the science teaching power of well-functioning partnerships among students, materials, and teachers in science classrooms…many science teachers will rightly regard this book as a best friend who never ceases to provide unparalleled good advice on practically all facets of teaching science.”

—Hubert M. Dyasi, Ph.D., Professor of Science, City College and City University of New York

“Harlen provides proof of concept that science can work in an elementary classroom.  Her inclusion of the rationale for specific ideas, skills, and even attitudes into science education provides a research-based context for moving elementary science from ‘supplement’ to ‘staple.’”

—Fred Ende, Asst. Director of Curriculum and former Director of SCIENCE 21, PNW BOCES, Yorktown Heights, NY

“Teaching Science for Understanding in Elementary and Middle Schools provides practical advice for classroom teachers so that they can make changes in their practice to more effectively lead science instruction. Wynne Harlen's work encourages teachers to foster and develop both the students' inquiry skills, as well as the conceptual changes necessary for students to ultimately have a deeper understanding of science.”

—Jessica Hinchcliffe, teacher, Hampton, NH

“I found this volume very practical and useful for teaching science for understanding. I feel that the author’s approach—focusing on what the child does, thinks, says, and understands—is the key to the child’s comprehension of difficult science concepts necessary for mastery of the scientific world.”

—Adah Stock, Science and Children (NSTA)