Resource Image Science Stories: Using Case Studies to Teach Critical Thinking

by: Clyde Freeman Herreid, Nancy A. Schiller, and Ky F. Herreid
$27.96 - Member Price  
$34.95 - Nonmember Price


Type of Resource: NSTA Press Book (also see downloadable pdf version of this book)
Publication Title: None
Publication Date: 11/28/2011
Stock Number: PB301X
ISBN: 978-1-93613-725-1
Grade Level: College


Stories give life and substance to scientific methods and provide an inside look at scientists in action. Case studies deepen scientific understanding, sharpen critical-thinking skills, and help students see how science relates to their lives. In Science Stories, Clyde Freeman Herreid, Nancy Schiller, and Ky Herreid have organized case studies into categories such as historical cases, science and the media, and ethics and the scientific process. Each case study comprises a story, classroom discussion questions, teaching notes and background information, objectives, and common misconceptions about the topic, as well as helpful references. College-level educators and high school teachers will find that this compilation of case studies will allow students to make connections between the classroom and everyday life. Science Stories is sure to make science engaging and enlightening for both students and teachers.

Ideas For Use


Additional Info

Science Discipline: (mouse over for full classification)
Scientific habits of mind
Intended User Role:College/University Professor (preservice science education)
Educational Issues:Teaching strategies


This Title Also Available as Part of a Set:

Prodcut Preview Image Science Stories: Using Case Studies to Teach Critical Thinking (Print and e-Book Set)
Member Price: $36.35 Nonmember Price: $45.44

National Standards Correlation

This resource has 17 correlations with the National Standards.  

This resource has 17 correlations with the National Standards.  

  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Think critically and logically to make the relationships between evidence and explanations.
    • Understandings about scientific inquiry
      • The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.
  • Process Standards for Professional Development
    • Research-Based
      • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
      • Address issues, events, problems, or topics significant in science and of interest to participants. (NSES)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
      • Applies knowledge about human learning and change. (NSDC)
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
      • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
      • Orchestrate discourse among students about scientific ideas.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Use multiple methods and systematically gather data about student understanding and ability.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Create a setting for student work that is flexible and supportive of science inquiry.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
      • Model and emphasize the skills, attitudes, and values of scientific inquiry.
      • Nurture collaboration among students.

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