using it in my classes Raben J . Whitaker Southwest Missouri State University Springfieid, Mtssouri 65802
The Physical Sciences: Inquiry and Investigation Don G. Stafford, East Central Oklahoma State University, John W. Renner, The University of Oklahoma, John J. Ruseh, University of Wisconsin, Superior, and Donald H. Kellogg, East Central Oklahoma State University, Contributor. Glencoe Press, Beverly Hills, 1977. Figs. and tables. 17 X 25 em. 422 pp. $13.95. Contributions to elementary school science curriculum during the past 15 years have emphasized the inquiry nature of science. This implies that the education of the elementary school teacher must provide opportunities for similar types of inquiry experiences. It is almast trite, hut nonetheless true, that we teach as we have been taught. Elementary school teachers, whose college classes in physical science emphasize the memorization of "facts," will tend to accept this emphasis as a valid objective for their own science teaching. Too often this hecomes a confusing and overwhelming burden when the teacher enters the classroom,and no seience at all will be taught. "The Physical Sciences: Inquiry and Inuestigation2'isthe first text that has came to this reviewer's attention which emphasizes physical science as a process of inquiry. This text was used during the Fall, 1977 semester in a four semester hour course for prospective elementary teachers. The course met three times a week for two hours per meeting in a laboratory setting. The content of the book is drawn from physics, chemistry, and earth science. Students begin the first chapter with candle burning. Through their own activities they examine the need for making careful observations and identifying and controlling variables. They are then introduced to the concept of model development in explaining observations. The next chapter provides a clear discussion of the use of graphs in helping to explain data. Topics in successive chapters include models of the universe, motion and gravitation, heat, atomic model
and the structure of chemistry, weather, rocks, electricity and magnetism, light and lenses, sound, and science and society. Unique in this hook is the careful development of the process of inquiry in examining physical phenomenon. Each concept evolves through activities involving "exploration," "invention," and "discovery." "Information" is provided where needed as an introduction or explanation. Many of the topics require direct observation and/or measurement of physical phenomenon. The text provides a clear guide to the student as to what to do, and hints and ouestions assist him in interprrting hisdnra. H wrwr. ~ h ~ s t u d e ini ts l lowed land, oltrn, requlrrd, tcr learn tram his oun actwlrwsnnd rc,ornrv upon h i i u w data to arrive a t conclusions. The answer to the question: "What was I supposed to find?" is not found on the next page of the text. The instructor's use of this text is an integral part of the learning process. He serves as a guide to the students. He helps students with equipment, provides hints and asks questions a t appropriate times, and provides conceptual inventions when necessary. His role is more that of a research director than as an authority who answers all questions. The students who used this text found it readable, enjoyed and found the illustrations and diaerams useful. and liked the activities. T h ~ r cuerr f,*r more pusitiw t\mmenti ~ 1 w uthi? t text than had been rewived frcm previous classes which had used a more conventional textbook. For many students, this was their first contact with inquiry learning. This reviewer found "The Physical Seienees" t o be a stimulating and useful textbook. The equipment demands are basic and simple and require those items which would he found in any department. Except for the first two chapters, the instructor is free to select those topics and activities which interest him. There is sufficient material to fit a two semester course. Those instructors who teach physical science to prospective elementary teachers will want to consider this textbook seriously. There are few books about which this reviewer has thought, "I wish I had written that hook." This is one of them. I shall continue ~
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Chemical Magic Edited by J. Walter Wilson Jr., J. Walter Wilson, and Thomas F Gardner, Executive Promotions, Long Beach, 1977. vi 86 pp. Figs. 14 X 21.5 em. $3.80.
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The organization of this brief text includes an "Introduction to Chemistry" which is somewhat rambling, but includes points and contrasts from the authors' perspectives which are interesting if not well-written. Although my general response to this text is somewhat positive, the authors' claim that this text is "more elaborate and beautiful than any series published previously" (p. 4) cannot be taken seriously. The authors' comments on early experiences which follow this introduction to chemistry are a goad explanation of youthful interest in chemistry coupled with proper warnings about a lack of appropriate safety and its personal consequences. I t is therefore unfortunate that one of the shortcomings of this volume is the lack of proper concern for the hazards of the chemicals involved. This becomes most alarming in the discussion of Safety First wherein the authors suggest methods of certifying the presence of chemical species which few living chemists have, or would, employ. These include touching, tasting, and smellingofvapors,of which only the latter, with proper care, is used by chemists or students of chemistry. This section also includes roueh comments on other rhem~c.nla>>trmsuhi
