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Science Teaching/Science Learning

Constructivist Learning in Urban Classrooms

Elnora S. Harcombe Richard A. Duschl

224 pages
Teachers College Press
Science Teaching/Science Learning, based on a model professional development program, gives powerful proof that urban teachers can ignite curiosity and promote deep understanding in children when provided with the necessary intellectual infrastructure—including a complex balance of increased science knowledge, a safe environment for professional experimentation, and a long-term interaction with colleagues. The ensuing invigoration and renewed dedication of program participants belies the inevitability of the projected national science teacher shortage. Harcombe breaks new ground demonstrating that when professional teacher development is based on constructivist learning theory and framed in the knowledge domain of the sciences, it empowers teachers to dramatically change what they know, how they teach, and what their students learn.
Author Bio
Elnora S. Harcombe, neurophysiologist, directs the Model Science Laboratory Project. She serves as associate director of the Rice University Center for Education .