Title Ambitious Science Teaching
Author Mark Windschitl, Jessica Thompson, Melissa Braaten
ISBN 9781682531624
List price USD 33.00
Price outside India Available on Request
Original price
Binding Paperback
No of pages 320
Book size 153 x 229 mm
Publishing year 2018
Original publisher Harvard Education Press (Eurospan Group)
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
About the book Send Enquiry


Ambitious Science Teaching offers teachers a toolbox of strategies to embed in our twenty-first-century classrooms to welcome all students’ ideas, help them engage in well-constructed storylines, and build and revise their models with adequate time for sense making through discourse, all in the service of a strong scientific explanation. Windschitl, Thompson, and Braaten have made a welcome and important contribution to science teaching with equitable access to science learning for all students. “
Mary Margaret Welch, PK–12 science program manager, Seattle Public Schools


Ambitious Science Teaching empowers science teachers to meet the rigorous demands of the Next Generation Science Standards. By implementing a toolkit of teaching routines, science educators can engage all students in challenging science practices. The teaching strategies outlined by the authors will transform your classroom into a place where students explain, argue, and model like real scientists and engineers.”
Tanya Katovich, vice president, Northern Illinois Science Educators, and chemistry teacher, Hoffman Estates High School


Ambitious Science Teaching provides four sets of practices for teachers to engage in to promote three-dimensional teaching and learning in their classrooms. Each chapter offers excellent guidance on how teachers implementing new standards can help their students succeed.”
Ted Willard, editor, The NSTA Quick-Reference Guide to the NGSS


“Offering a comprehensive vision for equitable and rigorous learning, the authors present a timely and important resource for K-12 science education and pre-service teacher preparation.”

D. M. Moss, Choice Connect


Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.

The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students.

Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered.

Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.



Chapter 1. A Vision of Ambitious Science Teaching

Chapter 2. Planning for Engagement with Big Science Ideas (Core Practice Set #1)

Chapter 3. Talk as a Tool for learning (Productive Discourse, Part 1)

Chapter 4. Encouraging More Students to participate in Talk (Productive Discourse, Part 2)

Chapter 5. Eliciting Students’ Ideas (Core Practice Set #2)

Chapter 6. Making Thinking Visible Through Models (Modeling, Part 1)

Chapter 7. Allowing Students to Show What They Know Modelling, Part 1

Chapter 8. Supporting Ongoing Changes in Thinking: Introducing New Ideas (Core Practice Set #3)

Chapter 9. Supporting Ongoing Changes in Thinking: Activity and Sense Making (Core Practice Set #3)

Chapter 10. Supporting Ongoing Changes in Thinking: Collective Thinking (Core Practice Set #3)

Chapter 11. Making and Justifying Claims in a Science Community (Scientific Argument)

Chapter 12. Drawing Together Evidence-Based Explanations (Core Practice Set #4)

Chapter 13. Organizing with Colleagues to Improve Teaching

Chapter 14. Can We Be Ambitious Every Day?

APPENDIX A Coherence Between AST and Professional Standards for Practice

APPENDIX B Reminding Ourselves of the Bigger Picture of Instruction

APPENDIX C Taxonomy of Tools

APPENDIX D How to Help Students Understand the “What-How-Why” Levels of Explanation

APPENDIX E Rapid Survey of Student Thinking (RSST) Tool

APPENDIX F Supports for Students in Making Sense of Experimental Design and Purpose

APPENDIX G Supporting Explanation Writing


About the Authors


About the Authors:

Mark Windschitl is a professor of science teaching and education at the University of Washington and a former secondary science teacher.

Jessica Thompson is an associate professor in teaching, learning, and curriculum at the University of Washington and a former secondary science teacher.

Melissa Braaten is an assistant professor of science education at the University of Colorado Boulder and a former elementary, middle, and high school science teacher.

Target Audience:

This book is intended for science teachers.


Special prices are applicable to the authorised sales territory only.
Prices are subject to change without prior notice.