Book Reviews - May 2009 - Volume 109 (5)

Technology-Based Inquiry for Middle School

Author: Edwin P. Christmann
NSTA Press
1840 Wilson Blvd.
Arlington, VA 22201-3000
2006; 134 pages
Paperback, unknown cost

Reviewer: Pamela Borne Blanchard
Louisiana State University
Baton Rouge, LA 70803

Technology-Based Inquiry for Middle School is an idea book to help middle school science teachers integrate innovative technology into their classroom activities. The book is a collection of previously published articles from NSTA's Science Scope, the journal for middle school science teachers. The book is divided into five sections, with the first section devoted to a broad description of scientific inquiry. The next three sections cover specific ideas for using technology to integrate inquiry into physical science, earth and space science, and life sciences. Five to ten chapters compose each section and are focused on various topics in which technology can be integrated into the content. The last chapter is on general science and technology applications, and covers general topics such as graphing calculators, personal digital assistants, Internet research, technology to assist special needs students, grade book software, and computer-assisted instruction. The chapters are short and easy to read. Each chapter contains related National Science Education Standards, references, and Internet resources.

Chapters in each of the three subject area sections either deal with an area of broad concern, such as classroom GPS applications, or with specific ideas for teaching a scientific concept, such as volcanoes or meteorology. For example, in the physical science section, Chapter 1, “Time for Class,” is a short historical essay on how time is measured. The focus here is not on a classroom lesson plan, but on providing Internet resources about this topic. Chapter 3, “A Different Phase Change,” is a detailed procedure for a teacher demonstration using a CBL2 and graphing calculator to investigate the melting/freezing point of stearic acid. The chapters are short and easy to read and are correlated to the NSES.

While the chapters on physical science and biology are not particularly inspired, there are a number of good chapters on using technology to integrate inquiry into earth science. The chapter on temperature forecasting is one of the better chapters that integrates probeware to answer the question “Is the temperature forecast provided by www.weather.com reliable?.”

Chapters are short, ranging from two to four pages, and easy to read. This is a benefit to teachers interested in an overview and not in detail. While some procedures are detailed, most chapters are merely outlined. This book may inspire teachers to begin thinking about integrating a particular technology, but teachers will need additional detailed information and/or training to be able to use the more technical instruments such as CBL, GIS and PDAs.

Another limitation is that Internet resources are not annotated. For teachers with limited time, this means they will have to forage through these resources without benefit of knowing what each site might offer. Several pictures, especially in Chapter 8 on GPS applications, are dark, grainy and pixilated.

For teachers looking for inspiration of how to increase the use of technology in middle school science, this book is a great resource. It gives teachers a vision of scientific inquiry that is broader than traditional controlled experimental science. This introduction to a broader view of inquiry is particularly important for teachers of subjects such as earth science, because earth science deals with large systems in which variables cannot be manipulated or controlled.

The editor, Edwin Christmann, has developed a supporting website to assist teachers with the technology in the book and to provide additional information such as chapter reviews, outlines, sample test questions, related activities and PowerPoint presentations to help teach information in the book.

Constellations Dot-to-Dot

Authors: Evan and Lael Kimble; Illustrated by Richard Salvucci
Sterling Publishing Co.
387 Park Avenue South
New York, NY 10016-8810
2001; 80 pages
Soft cover: $5.95

Reviewer: John Eichinger
California State University, Los Angeles
Los Angeles, CA 90032

Constellations Dot to Dot, by Evan and Lael Kimble, is as its name implies, a connect-the-dots experience of the major constellations. The book includes forty full-page, dot-to-dot illustrations for connecting and coloring. The illustrations, organized by “Fall,” “Winter,” “Spring,” “Summer,” and “Southern Pole Stars,” are clear and detailed, with several ranging up toward the 200-dot level. Readers are also invited to “Draw Your Own Constellations” on a two-page spread illustrating the major stars in the entire night sky.

Along with each constellation presented there is a fact page, containing such information as the constellation's legend, number of stars, special stars, and star facts. These associated details are necessarily brief, given the one-page format, but interesting, especially the mythological and historical background facts. In this sense, the book offers some good cross-disciplinary study opportunities. Other than the dot-to-dot number lines, there are essentially no math connections.

Constellations Dot to Dot provides simple puzzles with bits of associated information, but for those looking for more expansive options, the book is limited. For example, the book doesn't offer any general suggestions for instructional use, nor does it provide enough information to help young scientists readily locate the various constellations in the night sky. Further, the connect-and-color aspect of the book is geared for younger students, while the reading level is more appropriate for older students.

Another age-related problem exists that is likely to confuse some younger readers. The stars that make up any constellation, of course, only roughly determine the shape of that constellation's mythological image. For example, the book's connectable dots describing the shape of Andromeda's image must be far more extensive, and differently shaped, than the rough image described by the eight fundamental stars within Andromeda. This creates something of a problem for younger readers, most of whom are bound to be concrete-operational thinkers. The night stars do not create as distinct an image of Andromeda, Ursa Major, Delphinus, or any other constellation as the connect-the-dots format might suggest to concretely perceiving, elementary-level students. Further, the book does not make a point to readers that the connectable dots represent only the border of the constellation's image, not specific stars in that constellation. In other words, younger readers are likely to confuse the connectable dots with the constellation stars. An alert teacher or parent could certainly make that point, but this confusion is likely to complicate the young reader's understanding of constellations' shapes, and potentially make it more challenging to actually find the shapes in the night sky.

Nevertheless, Constellations Dot to Dot will be a nice resource for kids hungry for astronomical facts. The book can reinforce the general shapes of the constellations, and despite the limitations noted above, assist students to some extent in finding those shapes in the night sky. Although the book offers some interesting information, its lack of content-use connections severely limits its classroom utility. All things considered, it could be of value in some grade 3-5 classes as a supplement for independent astronomical studies, or as an opportunity for marginally engaging, rainy day style seatwork.