Perspectives of Hands-On
David L. Haury and Peter Rillero, 1994
- Questions and Answers
- What is hands-on learning, and is it just a
- What are the benefits of hands-on learning?
How do I justify a hands-on approach?
- How does a hands-on science approach fit into
a textbook- centered science program?
- How can practicing teachers gain experience
with hands-on methods?
- Where do I find resources to develop hands-on
- How is hands-on learning evaluated?
- What are some strategies for helping students
work in groups?
- How does or should the use of hands-on materials
vary with age?
- Hands-on science can be expensive. How do I
get materials and equipment?
- Where do you keep materials and equipment
once you get them?
- Final Comments
- Appendix A: Acronyms of Interest to Science
- Appendix B: Selected Materials That Support
- Approach to Science Teaching
- Appendix C: Assessing Student Performance
in Science (ERIC/CSMEE Digest)
- A Pocket Guide to ERIC
About the Authors
David L. Haury is the director of the ERIC Clearinghouse for
Science, Mathematics, and Environmental Education (ERIC/CSMEE), former
Editor of the Journal of Science Teacher Education (JSTE), Associate
Director of the Eisenhower National Clearinghouse for Mathematics and Science
Education, and an Associate Professor of Science Education at The Ohio
State University. He has taught inquiry-oriented science at middle school,
high school, and college levels; and he has promoted activity-based teaching
among elementary teachers for several years.
Peter Rillero is the Science Education Analyst at ERIC/CSMEE.
As a Peace Corps volunteer (1983-86) in Kenya he taught biology and physics
in grades 7 through 11. He then taught high school science for four years
in Bronx, New York. For his dissertation, Peter has evaluated a program
he created for sixth graders entitled Student Parent Laboratories - Achieving
Science at Home (SPLASH).
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