Foreword |
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ix | |
Preface |
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xiii | |
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A New Vision of Science in Education |
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1 | (16) |
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The Importance of Teaching Science Well |
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2 | (1) |
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What Scientists Really Do |
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3 | (1) |
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4 | (2) |
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Rethinking Children's Capacity for Scientific Understanding |
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6 | (3) |
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Science Class: Seeing Ourselves in Measurement |
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9 | (2) |
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Science Class: Measuring and Graphing Height |
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11 | (3) |
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Building on Knowledge, Interest, and Experience |
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14 | (2) |
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16 | (1) |
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Four Strands of Science Learning |
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17 | (20) |
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18 | (4) |
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Science Class: Biodiversity in a City Schoolyard |
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22 | (6) |
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Examining the Four Strands in Instruction |
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28 | (4) |
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The Interrelated Nature of the Four Strands |
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32 | (2) |
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Science as Practice: Doing and Learning Together |
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34 | (2) |
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36 | (1) |
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Foundational Knowledge and Conceptual Change |
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37 | (22) |
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Identifying a Shared Base of Understanding in Young Children |
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38 | (3) |
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Seeing Nature in New Ways |
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41 | (1) |
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Types of Conceptual Change |
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42 | (1) |
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Using Prior Knowledge to Make Sense of the World |
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43 | (2) |
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Science Class: Molecules in Motion |
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45 | (10) |
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Examining Conceptual Change in Molecules in Motion |
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55 | (1) |
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Building Understanding Over Multiple Years |
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56 | (2) |
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58 | (1) |
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Organizing Science Education Around Core Concepts |
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59 | (28) |
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Building on Core Concepts Over Time |
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60 | (2) |
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Core Concepts in Relation to Standards and Benchmarks |
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62 | (1) |
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Using Core Concepts to Build Learning Progressions |
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63 | (3) |
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Science Class: The Mystery Box |
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66 | (4) |
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Extending Scientific Discussion |
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70 | (2) |
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Science Class: The Properties of Air |
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72 | (4) |
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Teaching the Atomic-Molecular Theory at the Middle School Level |
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76 | (3) |
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Science Class: The Nature of Gases |
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79 | (5) |
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The Benefits of Focusing on Core Concepts and Learning Progressions |
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84 | (2) |
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86 | (1) |
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Making Thinking Visible: Talk and Argument |
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87 | (22) |
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Learning Through Talk and Argument |
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88 | (1) |
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Encouraging Talk and Argument in the Classroom |
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89 | (4) |
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Position-Driven Discussion |
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93 | (2) |
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Science Class: Establishing Classroom Norms for Discussion |
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95 | (2) |
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Appreciating Cultural, Linguistic, and Experiential Differences |
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97 | (3) |
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Strategies for Inclusiveness |
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100 | (4) |
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Science Class: Successfully Supporting Diversity |
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104 | (4) |
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108 | (1) |
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Making Thinking Visible: Modeling and Representation |
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109 | (18) |
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110 | (1) |
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111 | (2) |
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Scale Models, Diagrams, and Maps |
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113 | (1) |
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Modeling and Learning Progressions |
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114 | (5) |
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Science Class: Representing Data |
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119 | (7) |
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126 | (1) |
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Learning from Science Investigations |
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127 | (22) |
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Creating Meaningful Problems |
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127 | (2) |
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Sequencing Meaningful Instruction |
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129 | (3) |
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Constructing and Defending Explanations |
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132 | (3) |
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135 | (2) |
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Science Class: Differentiating Mass and Density |
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137 | (5) |
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Science Class: Looking at Our Scientific Thinking |
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142 | (6) |
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148 | (1) |
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A System That Supports Science Learning |
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149 | (18) |
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151 | (2) |
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153 | (2) |
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How Students Learn Science |
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155 | (1) |
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Knowing How to Teach Science Effectively |
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156 | (1) |
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Providing Teachers with Opportunities to Learn |
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157 | (5) |
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162 | (5) |
Notes |
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167 | (4) |
Appendix A Questions for Practitioners |
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171 | (5) |
Appendix B Assessment Items Based on a Learning Progression for Atomic-Molecular Theory |
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176 | (3) |
Appendix C Academically Productive Talk |
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179 | (2) |
Appendix D Biographical Sketches of Oversight Group and Coauthors |
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181 | (6) |
Index |
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187 | (8) |
Acknowledgments |
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195 | (2) |
Credits |
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197 | |