How We Teach Science: What's Changed, and Why It Matters (Cambridge, MA: Harvard University Press, 2019)
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Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus as to how or why.
"...offers a detailed historical account of how science was first introduced into US classrooms and taught over the past century. ...[An] excellent description of early science instruction...especially relevant today."
— Jennifer Schnellmann, Times Higher Education
"Rudolph is...laser focused on the 'how' of the science classroom—how its practice varies across time, how its meaning is debated by reformers, and how its role in education shifts as schools themselves change. And for that discussion there is no better guide."
— Christopher J. Phillips, Science
A "well researched, informative book.... Anyone interested in science education and public policy should find much of value in How We Teach Science. No program for reshaping science teaching should be attempted without a solid knowledge of what has gone before. For that knowledge, you are unlikely to find a better source that Rudolph's book."
— Patrick Lufkin, Technical Communication
"A thorough history of science education in the United States..... Plenty of introspection on how I learned science, started teaching it, and how I teach it now. Recommended for any science teacher!"
"In ten succinct, thematic chapters, [Rudolph] covers the history and societal goals of teaching science in the US and, in the process, delves into why science is taught—particularly to secondary students—the way it is today.... This is an invaluable resource for any library serving science education programs."
— Rebecca Hedreen, Choice
"...clearly demonstrates the importance of continued appraisal for science education. Rudolph asks us to reflect on why we, as a society, teach science and how we would hope to shape the relationship between science and the public."
— Anthony Dellureficio, Quarterly Review of Biology
"...a great resource for science educators and administrators in K-12 and higher education institutions endeavoring to improve science education in their domains."
— Brenda Brand, Teachers College Record
"A thought provoking dive into the history of science teaching...It turns out that today's debates over pedagogy are very old."
— Jeff Mahr, Goodreads
☆☆☆☆☆ 4.25 rating!
"Scientific research has changed a great deal over the past century, but the ways that students have learned about science have changed even more dramatically. In this engaging and wide-ranging study, historian John Rudolph traces enormous pedagogical shifts, the aspirations behind them, and why they matter for scientists and citizens today.”
― David Kaiser, Massachusetts Institute of Technology
“Why should we teach science? And how should we teach it? John Rudolph provides our first thorough history of the many ways that American educators have imagined―and instructed―science over the past century. At a moment when ‘STEM’ fields have become almost a fetish in American culture and education, I hope we can pause long enough to ask ourselves why. Nobody will be able to frame a good answer without first consulting this masterful book.”
― Jonathan Zimmerman, University of Pennsylvania
“Rudolph delivers an insightful historical examination of the oscillating institutional goals for science education, highlighting social tensions surrounding teaching the natural sciences during the twentieth century.”
— Richard Duschl, Southern Methodist University
Scientists in the Classroom: The Cold War Reconstruction of American Science Education
(New York: Palgrave, 2002)
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In response to Soviet advances in science and engineering education, the country’s top scientists in 1956 launched an unprecedented program to reform pre-college science education in the US. Drawing on a wide range of archival material, Rudolph traces the origins of two of the leading projects in this movement in high school physics and biology. He describes how the scientists directing these projects drew on their wartime experiences in weapons development and defense consultation to guide their foray into the field of education and he reveals how the broader social and political conditions of the 1950s Cold War America fundamentally shaped the nature of the course materials they eventually produced.
Education and the Culture of Print in Modern America
(Madison: University of Wisconsin Press, 2010)
Edited by Adam R. Nelson and John L. Rudolph
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Vividly revealing the multiple layers on which print has been produced, consumed, regulated, and contested for the purpose of education since the mid-nineteenth century, the historical case studies in Education and the Culture of Print in Modern America deploy a view of education that extends far beyond the confines of traditional classrooms. The nine essays examine “how print educates” in settings as diverse as depression-era work camps, religious training, and broadcast television—all the while revealing the enduring tensions that exist among the controlling interests of print producers and consumers. This volume exposes what counts as education in American society and the many contexts in which education and print intersect.