| Foreword |
|
ix | |
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| Preface |
|
xi | |
| Professional Development for Learning and Change |
|
xi | |
| Uses for Becoming a Better Science Teacher |
|
xii | |
Overview of
Chapters |
|
xiii | |
| Using an I.D.E.A. Approach to Metacognition |
|
xvi | |
| Acknowledgments |
|
xvii | |
| Introduction |
|
xix | |
| Changing Perspectives and New Approaches |
|
xix | |
| About the Author |
|
xxi | |
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PART I CREATING A VISION FOR SUCCESSFUL SCIENCE |
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1 | (38) |
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1 On the Shoulders of Giants |
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3 | (24) |
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Defining the Goal: Scientific Literacy |
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3 | (4) |
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Understanding Science and How Scientists Work |
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7 | (1) |
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8 | (4) |
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Scientists as Problem Solvers |
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12 | (6) |
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The Scientific Enterprise |
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18 | (9) |
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2 Defining High Quality Science Teaching |
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27 | (12) |
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Examining Beliefs and Practices |
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27 | (3) |
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Defining High Quality Curriculum and Instruction: What Research Says |
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|
30 | (2) |
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Indicators of High Quality Teaching |
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32 | (1) |
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Pedagogical Content Knowledge for Success |
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33 | (1) |
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A Framework for Instructional Materials |
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33 | (3) |
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36 | (3) |
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PART II GIANT STEPS TO HIGH QUALITY TEACHING |
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39 | (142) |
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3 The Role of Science Standards |
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41 | (18) |
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42 | (1) |
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Identifying and Unpacking Power Standards |
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43 | (2) |
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Concepts, Skills, and Dispositions in a Science Framework |
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45 | (4) |
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49 | (1) |
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Standards Inform Instruction |
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49 | (3) |
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A Planning Guide for Instruction |
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52 | (3) |
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55 | (1) |
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Designing an Interdisciplinary Unit |
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55 | (1) |
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Process Skills and Dispositions |
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55 | (4) |
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4 Creating a Context for Meaningful Learning |
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59 | (16) |
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An Introduction to Context |
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59 | (1) |
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Context as a Function of Interest and Awareness of Purpose |
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60 | (1) |
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Context and Intellectual Diversity |
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61 | (4) |
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Context Embracing Brain-Based Learning |
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65 | (1) |
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Emotional Intelligence and Learning |
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66 | (2) |
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Context and Cultural Diversity |
|
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68 | (1) |
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Science in Multicultural Contexts |
|
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69 | (6) |
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5 Methods, Strategies, and Best Practices for High Quality Instruction |
|
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75 | (40) |
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The Role of Methods in Unit Development |
|
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76 | (3) |
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Teacher's Role in Inquiry |
|
|
79 | (1) |
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Direct Instruction Versus Inquiry-Based Instruction |
|
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79 | (2) |
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High Quality Lesson Planning |
|
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81 | (3) |
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Strategies for Student Engagement |
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84 | (1) |
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Strategies to Enhance Inquiry |
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84 | (3) |
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Creative Engagement, Involvement, and Assessment |
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87 | (4) |
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Varying Strategies for Diverse Learners |
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91 | (1) |
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Best Practices in Science Education |
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91 | (24) |
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6 Tools for Thinking and Meaning |
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115 | (12) |
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116 | (3) |
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119 | (3) |
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Science, Technology, and Society |
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122 | (1) |
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123 | (4) |
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7 Assessments to Guide Instruction |
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127 | (12) |
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Assessments as Tools for Learning |
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127 | (2) |
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129 | (3) |
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Task and Performance Assessments |
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132 | (3) |
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Summative Performance Assessments |
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135 | (4) |
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8 Safe, Supportive, and Challenging Environments for Learning |
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139 | (14) |
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Considerations for Learning Environments |
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140 | (3) |
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143 | (1) |
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143 | (1) |
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144 | (1) |
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145 | (3) |
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Management in Informal Settings |
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148 | (3) |
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151 | (2) |
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9 Eight Steps to High Quality Instruction and Student Achievement |
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153 | (28) |
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Example 1 Applying the Eight Steps to a Unit on Plants |
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154 | (13) |
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Example 2 Applying the Eight Steps to a Unit on Rocks and Minerals |
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|
167 | (14) |
| References |
|
181 | (4) |
| Index |
|
185 | |
