These are resources that are available online.  Some of these are e-books based on blog posts on The Art of Teaching Science.  The e-books are cornerstone ideas of my blog.

You will find other books pertinent to the content of the blog.

e-Books

The eBook describes how teachers think about their profession, and how they are able to humanize the experiences for their students, families, and colleagues. It’s about how teachers mingle art and science, as well theory and practice. It is about the artistry of teaching.
In this eBook, we explore how the teaching of evolution has become a rallying cry for conservatives and religious fundamentalists who think that creationism or intelligent design should be considered alongside and be given equal time as evolution in K-12 science courses. Creationism and intelligent design have been turned away by one court decision after another, but the forces behind this movement are still lurking.
The intent of this e-book is to provide information that others can use to raise questions about why we continue this practice of bringing such pressure to bear on the entire education system, the collateral effects on science teaching. As I show in the pages that follow, there is little evidence that continuing to use high-­?stakes testing will improve student achievement, or improve America’s economy.
The science standards movement represents an unimaginative design of science teaching. It’s unimaginative in the sense that the standards-makers worked within a box of content that has been contained since the later part of the 19th Century.

Books

There is a web-site correlated with science as inquiry, which can be used without the book.
Environmental Science on the Net is the complete guide to the Global Thinking Project, and Internet-based science program for students ages 12 – 18. Check out the Center for Global Thinking Website.
global warming
Extreme Earth raises questions about the nature of science, especially as it relates to climate change and plate tectonics. Global warming has been in the public eye for years now, as scientific panels and independence scientific research studies have suggested that the changes in earth’s weather and climate might, to some degree, be due to human activity, especially fossil fuel extraction and the burning of fuels resulting in a 25 – 30% increase in CO2 in the Earth’s atmosphere.
In this eBook, we explore the question why do we teach science? The reasons for teaching science are not as clear as one may think. Much of the reform going on right now does not address the question directly. What one has to do is examine the goals of a particular curriculum or reform report, and then infer what the authors would say if asked, why do we teach science in the first place?
In this eBook, I argue that the reports issued by The National Council on Teacher Quality, and the Thomas B. Fordham Institute on teacher preparation and science standards are nothing short of conservative propaganda put out by organizations with ties to each other, and a common sources of funding from the leading donors of corporate-styled accountability.

Books

This book was published in 1992, and it emerged into the Art of Teaching Science. It’s still available on Amazon.