Books, Books, Books: Project-Based Science
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The following title relates to this month’s theme: Project-Based Science
Invasion Ecology (Teacher’s Guide)
NSTA Press
Grades 9–12
Strange intruders are invading our part of the world, threatening our environment and our economy. These newcomers and their impact on our ecological balance are the focus of Invasion Ecology, a book that teaches students to investigate the behaviors of nonnative and native species. Studying real-life invaders such as purple loosestrife and Phragmites, students will learn about the links between biology and ecology—and explore how scientists are fighting these aggressors with biological controls.
The Teacher’s Edition explains how to guide highly sophisticated inquiry and conduct interactive research. Materials are classroom-ready and include detailed background information as well as sample assessment tasks and rubrics. The companion Student Edition has three sections:
- Background on the science of ecology and its place in the control of invasive species
- Protocols for practicing methods that scientists use in monitoring invasive species, such as early detection surveys, plot sampling, transect surveys, and decomposition studies
- A series of helpful worksheets to guide students through their own interactive research
Invasion Ecology is the second volume in the four-part Environmental Inquiry curriculum series, designed to show students how to apply scientific knowledge to solving real-life problems.
Visit NSTA Recommends to search for Project-Based Science–related resources such as this . . .
Designing Project-Based Science: Connecting Learners Through Guided Inquiry
NSTA Recommends
Grades 9–12
Designing Project-Based Science, an interpretive case study of a science teacher and his classroom, details the challenges and successes of open-ended, project-based science experiences. This class is unique in that, after the first quarter of the school year, 100% of their time is devoted to project-based science using the Collaborative Visualization model funded by the National Science Foundation from 1991–97.
In studying this classroom, the author explores “what could be” as a courageous, contemplative, and committed science teacher designs an entirely project-based science classroom. The book challenges educators to consider the cultural beliefs about school and how the structures for classroom organization and the strategies of interaction can assist in educational reform.
The author focuses on the teacher’s role as a design guide for supporting students’ inquiry learning. The first part of this work includes a historical background on child-centered practices and descriptions of students’ personal background and attitudes. The second part of the book details the teacher’s work as he guides student research projects. Issues covered include activity structures, the balance of power, time management, and student perceptions. The book also summarizes the lessons learned to create a model for project-based learning for others.
This is a scholarly work intended for primarily science teachers of middle to upper grade students. This book is most suited for a graduate student or teacher who needs background to prepare a curriculum or grant proposal for a board, because it is firmly grounded in current research, which is amply documented at the end of the book. As part of a professional library, Designing Project-Based Science will provide the interested practitioner with the background, rationale, and support to undertake project-learning in the science classroom.