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|1||Surfing the Netscape Browser||1|
|2||The Internet for Interactive Learning||16|
|3||Links to Science Activities||43|
|4||Science Curricular Frameworks||111|
Science on the Internet is in part a collection of science education Web sites useful for college students preparing to teach science; science teacher educators; and teachers in elementary, middle, and secondary classrooms. Science content-based Web sites as well as Web sites pertaining to curricular topics, trends, and issues in science education are included. This collection also offers time-tested sites: government-sponsored, secure companies that we hope will be around for years to come. All of the sites have been reviewed carefully to ensure that content is useful and up to date.
Chapter 1 describes briefly what the Internet is and how to use it. We have also provided a list of Internet tutorial sites that will teach how to surf the Net. We also show a way of narrowing Internet searches in science. This chapter, therefore, helps teachers to become Internet literate.
Chapter 2 presents a philosophy of science teaching for the 21st century in elementary, middle, and secondary schools. With the help of several screen captures horn established Internet resources, we discuss how the Internet can be used in the context of science education. This chapter includes case studies of teachers at various levels (university, secondary, and elementary) using the Internet in their classrooms. It also suggests ways of integrating the Internet into science teaching. In particular, the sections on virtual field trips, conducting research, and joint classroom projects are valuable for science teachers and their students.
Chapter 3 is the heart of the resource guide. It contains a wealth of resources that every science teacher will find useful. We havegrouped each of the sites into categories that are similar to the topics outlined in the "science content standards" (National Research Council, 1996). The topical outline is as follows:
Each of the suggested sites is annotated to provide content and insights about a particular homepage. Each of the entries in Chapter 3 is based on the following scale:
Chapter 4 identifies many sites that provide current ideas concerning conceptual change in scientific thinking. In addition, it lists sites that lead to important instructional information, including links to science assessment, journal writing, girls and science, multicultural science education, informal learning, and professional science organizations.
A good assignment for prospective teachers is to review at least 10 sites from this book in an annotated WWW bibliography format, then to share those comments with all class members.