ERIC Number: ED403124
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Developing Critical Thinking through Science. Book Two.
Eggen, Paul; Main, June
This book is based on the premise that students apply thinking skills to learning science concepts by doing through firsthand experiences in an interactive, open atmosphere; constructing by building knowledge through guided inquiry; and connecting by relating learning to the world around them. The contents of this book have been designed to provide teachers with a variety of science activities that spark curiosity in students. Each activity includes step-by-step procedures and questioning strategies that help students practice critical thinking while applying it to what they learn in class and to the real world. By becoming involved in these activities through direct observation, hands-on participation, and verbalization of the physical and thought processes, students build a more concrete understanding of the concepts taught in the activities. Topics include: (1) Process Skills; (2) Force, Movement, Work, Systems, and Weight; (3) States of Matter; (4) Mass, Volume, and Density; (5) Air Pressure...The Pressure of the Atmosphere; (6) Heat, Expansion, and the Movement of Molecules; (7) The Transfer of Heat; (8) Flight and Aerodynamics; (9) The Speed of Falling Bodies; (10) Graphing, the Flight of Helicopters, and Controlling Variables; (11) The Flight of Rockets and Action-Reaction; (12) Inertia and the Flight of Satellites; (13) Surface Tension; (14) Bubbles; (15) Sound; (16) Light-Reflection and Refraction; and (17) Magnetism and Electricity. (JRH)
Descriptors: Acoustics, Communication Skills, Critical Thinking, Electricity, Elementary Secondary Education, Force, Hands on Science, Heat, Inquiry, Light, Magnets, Science Activities, Science Process Skills, Scientific Concepts
Critical Thinking Books and Software, P.O. Box 448, Pacific Grove, CA 93950-0448; phone: 800-458-4849.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A