| Preface |
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xiii | |
| chapter 1 What Is Science? |
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3 | (30) |
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4 | (1) |
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How Do Children Perceive Science? |
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5 | (3) |
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5 | (2) |
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7 | (1) |
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What Changes Have Occurred in Elementary Science? |
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8 | (2) |
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8 | (2) |
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10 | (2) |
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Three Essential Features of Science |
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12 | (15) |
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12 | (24) |
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VIDEO EXPLORATIONS: Science Is... |
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14 | (3) |
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16 | (1) |
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WHAT RESEARCH SAYS: Attitudes and the Nature of Science |
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17 | (7) |
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21 | (3) |
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24 | (3) |
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The Aims of Standards and Research-Based Reform in Science Education |
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27 | (3) |
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TEACHERS ON SCIENCE TEACHING: How Do Science and Real Life Connect? |
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28 | (2) |
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30 | (1) |
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30 | (1) |
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Build a Portfolio or E-Folio |
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31 | (2) |
| chapter 2 Learning Science |
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33 | (32) |
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35 | (1) |
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What Role Does Brain Development and Processing Play in Learning? |
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36 | (4) |
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36 | (1) |
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Simplified Brain Development and Function |
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37 | (1) |
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38 | (1) |
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Making Connections Makes Learning |
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39 | (1) |
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Where Do Children's Ideas Come From and How Do They Influence Learning? |
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40 | (5) |
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41 | (1) |
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41 | (3) |
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What Do We Know About Children's Ideas? |
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44 | (1) |
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What Is the Dominant Perspective About How Children Learn Science? |
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45 | (9) |
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Jessica: A Constructivist Attempt |
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45 | (9) |
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WHAT RESEARCH SAYS: Brain-Based Learning |
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46 | (6) |
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48 | (3) |
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Jessica: The Novelty Wore Off |
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51 | (1) |
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TEACHERS ON SCIENCE TEACHING: How Can You Teach Skills Now, Content Later? |
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52 | (2) |
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What Techniques and Roles Support Constructivist Learning? |
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54 | (8) |
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A Constructivist Learning and Teaching Model |
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54 | (1) |
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Constructivist Teaching Roles |
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55 | (13) |
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4-E FEATURE LESSON: Bubbles |
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56 | (4) |
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How Jessica Constructs Knowledge |
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58 | (2) |
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VIDEO EXPLORATIONS: What Is Constructivism? |
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60 | (2) |
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62 | (1) |
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63 | (1) |
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Build a Portfolio or E-Folio |
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63 | (2) |
| chapter 3 Inquiry for All Children |
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65 | (44) |
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67 | (1) |
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68 | (17) |
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68 | (3) |
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How Can You Help Non-English-Speaking Students? |
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71 | (4) |
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Is Gender Equality a Special Need? |
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75 | (10) |
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TEACHERS ON SCIENCE TEACHING: How Can You Teach Science for All Children? |
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76 | (18) |
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82 | (3) |
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Science for Exceptional Children |
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85 | (15) |
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Teaching Children Who Have Learning Disabilities |
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86 | (4) |
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Teaching Children Who Have Cognitive Disabilities |
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90 | (1) |
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Teaching Children Who Have Physical Difficulties |
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91 | (3) |
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Teaching Learners Who Are Gifted and Talented |
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94 | (6) |
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WHAT RESEARCH SAYS: Teaching Students Who Have Exceptionalities |
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96 | (2) |
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4-E FEATURE LESSON: Magnets |
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98 | (2) |
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How Can Parents Help Meet Children's Special Needs? |
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100 | (5) |
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How Can Parents Help Their Children Study and Prepare for Science? |
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101 | (12) |
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VIDEO EXPLORATIONS: Inquiry for All Children |
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102 | (17) |
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What Are Some Extra Science Activities Parents Can Do to Help Their Children? |
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104 | (1) |
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105 | (1) |
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105 | (1) |
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Build a Portfolio or E-Folio |
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106 | (3) |
| chapter 4 Planning Inquiry Lessons |
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109 | (32) |
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111 | (1) |
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Using the National Science Education Standards for Content and Promoting Inquiry |
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112 | (1) |
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113 | (11) |
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114 | (1) |
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115 | (1) |
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Why Develop Concept Maps? |
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116 | (3) |
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Steps for Developing a Concept Map |
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119 | (5) |
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VIDEO EXPLORATIONS: Planning Inquiry Lessons |
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122 | (2) |
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Planning Constructive Inquiry Science Lessons |
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124 | (14) |
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Selecting Performance Outcomes and Developing Curriculum |
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124 | (20) |
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WHAT RESEARCH SAYS: Standards-Based Science Lesson Planning |
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126 | (6) |
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126 | (6) |
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4-E FEATURE LESSON: Physical Properties of Matter |
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132 | (5) |
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TEACHERS ON SCIENCE TEACHING: How Can You Create Learning Opportunities? |
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137 | (1) |
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138 | (1) |
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139 | (1) |
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Build a Portfolio or E-Folio |
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139 | (2) |
| chapter 5 Assessing Student Performance: How Can You Assess Student Learning? |
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141 | (38) |
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143 | (1) |
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Evaluating Student Learning |
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144 | (32) |
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Limits and Purposes of Assessments |
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144 | (1) |
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Alignment of the Assessment and the Lesson |
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145 | (37) |
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4-E FEATURE LESSON: Simple Circuits |
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146 | (3) |
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Selecting the Tool for the Task |
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148 | (1) |
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TEACHERS ON SCIENCE TEACHING: Embedded Assessment |
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149 | (1) |
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VIDEO EXPLORATIONS: Assessment |
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150 | (8) |
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WHAT RESEARCH SAYS: Assessment: What to Emphasize? |
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158 | (18) |
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176 | (1) |
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176 | (1) |
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Build a Portfolio or E-Folio |
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177 | (2) |
| chapter 6 Inquiry for Scientific Literacy |
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179 | (42) |
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181 | (1) |
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What Is Scientific Literacy? |
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182 | (2) |
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Defining Scientific Literacy |
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182 | (1) |
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Promoting Scientific Literacy |
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183 | (1) |
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Science as Inquiry for Literacy |
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184 | (3) |
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The Importance of Scientific Inquiry |
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185 | (2) |
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Methods That Use Inquiry to Promote Student Concept Formation and Discovery |
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187 | (8) |
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The 4-E Science Learning Cycle |
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187 | (36) |
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4-E FEATURE LESSON: Make a Sinker Float: Clay Boats |
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192 | (3) |
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Scientific Method: How Can You Use Principles of Scientific Experimentation While Teaching? |
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195 | (16) |
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VIDEO EXPLORATIONS: The 4-E Learning Cycle |
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196 | (4) |
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The Principles of Scientific Inquiry as a Teaching Method |
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198 | (2) |
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WHAT RESEARCH SAYS: The Science Learning Cycle |
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200 | (12) |
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Suchman's Inquiry: How Can You Get Students to Think and Question? |
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200 | (4) |
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Demonstrations for Inquiry |
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204 | (1) |
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Can Children Learn Science Through Play? |
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205 | (4) |
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209 | (2) |
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Techniques for Promoting Student Cooperation |
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211 | (6) |
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TEACHERS ON SCIENCE TEACHING: What Is a Question Box? |
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212 | (13) |
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Cooperative Learning in Science |
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212 | (2) |
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Cooperative Inquiry Groups |
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214 | (3) |
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Recommendations for Enhancing Students' Learning of Science |
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217 | (1) |
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218 | (1) |
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219 | (1) |
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Build a Portfolio or E-Folio |
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219 | (2) |
| chapter 7 Questioning and Inquiry |
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221 | (38) |
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222 | (1) |
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223 | (10) |
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What Kinds of Questions Do Teachers Ask and What Kinds of Answers Do They Require? |
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224 | (1) |
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Why Do Teachers Use Questions? |
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224 | (1) |
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How Do Questions Affect Students? |
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225 | (23) |
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TEACHERS ON SCIENCE TEACHING: How Do Questions Create Independent Thinkers? |
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226 | (8) |
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How Are Teacher Questions and Student Answers Related? |
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228 | (1) |
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How Do Teachers Use Questions to Involve All Students? |
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228 | (1) |
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What Is Wait-Time and Why Is It Important? |
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229 | (2) |
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What Types of Questions Are Used Most in Elementary Science Books and Tests? |
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231 | (2) |
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What Are the Different Types of Questions? |
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233 | (11) |
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WHAT RESEARCH SAYS: Using Questions in Science Classrooms |
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234 | (6) |
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4-E FEATURE LESSON: Investigating Soil |
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240 | (4) |
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What Are the Keys to Effective Questioning? |
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244 | (3) |
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How Can You Improve Your Questioning? |
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247 | (1) |
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Why Use Students' Questions? |
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248 | (8) |
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Why Bother with Students' Questions? |
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248 | (1) |
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How Can You Stimulate Students' Questions? |
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249 | (12) |
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VIDEO EXPLORATIONS: Questioning |
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250 | (14) |
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How Can You Use Students' Questions Productively? |
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255 | (1) |
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256 | (1) |
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257 | (1) |
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Build a Portfolio or E-Folio |
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257 | (2) |
| chapter 8 Integration-How Can I Do It All? |
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259 | (24) |
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260 | (1) |
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260 | (1) |
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Approaches to Integration |
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261 | (14) |
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Across the Standards Approach |
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261 | (3) |
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Driving Question Approach |
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264 | (22) |
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4-E FEATURE LESSON A: Pollution Search: Across the Standards Approach |
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268 | (4) |
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WHAT RESEARCH SAYS: Integration and the Curriculum |
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272 | (3) |
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Challenges to Integration |
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275 | (6) |
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4-E FEATURE LESSON B: Pollution Search: Driving Question Approach |
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276 | (2) |
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VIDEO EXPLORATIONS: Integration |
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278 | (2) |
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TEACHERS ON SCIENCE TEACHING: Science Comes to Life for Students and Teachers |
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280 | (1) |
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281 | (1) |
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281 | (1) |
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Build a Portfolio or E-Folio |
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281 | (2) |
| chapter 9 Safety: Creating a Safe, Efficient, Inquiry-Based Science Classroom |
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283 | (58) |
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285 | (1) |
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Recommendations for Safe Science Experiences |
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286 | (4) |
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Overcrowding and Class Size |
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288 | (1) |
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289 | (1) |
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How Do You Plan for Safety? |
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290 | (1) |
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What Are Your Legal Responsibilities? |
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291 | (20) |
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291 | (20) |
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4-E FEATURE LESSON: Cooling Crystals |
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292 | (21) |
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Reasonable and Prudent Judgment |
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296 | (1) |
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297 | (1) |
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297 | (1) |
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297 | (8) |
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Federal and State Legislation |
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305 | (6) |
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311 | (3) |
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311 | (1) |
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311 | (1) |
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312 | (1) |
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Loose Clothing and Long Hair |
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312 | (1) |
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312 | (1) |
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313 | (1) |
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313 | (1) |
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Performing Safety Assessments |
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314 | (5) |
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VIDEO EXPLORATIONS: Safety |
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315 | (4) |
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What Materials Are Necessary for the Activities? |
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319 | (7) |
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Items Purchased Through a Scientific Supplier |
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320 | (1) |
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321 | (1) |
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Items Made from Recycled Materials |
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322 | (1) |
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323 | (2) |
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325 | (1) |
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326 | (4) |
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Central or Classroom Storage Access |
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326 | (3) |
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Storing and Dispensing Materials |
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329 | (1) |
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330 | (7) |
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Large-Group Science Activities |
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331 | (35) |
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WHAT RESEARCH SAYS: Class Size and Science Achievement |
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332 | (14) |
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332 | (4) |
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Bulletin Boards and Other Displays |
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336 | (1) |
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337 | (1) |
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338 | (1) |
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338 | (1) |
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Build a Portfolio or E-Folio |
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339 | (2) |
| chapter 10 Using Educational Technology to Enrich the Classroom |
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341 | (24) |
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344 | (1) |
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Why Use Educational Technology? |
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345 | (12) |
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VIDEO EXPLORATIONS: Technology |
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346 | (7) |
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National Educational Technology Standards |
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348 | (1) |
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349 | (3) |
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The Networked Classroom-Removing the Walls |
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352 | (1) |
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TEACHERS ON SCIENCE TEACHING: Bringing Students Eureka! Moments |
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353 | (5) |
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Emerging Technologies in the Science Classroom |
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356 | (1) |
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How Can Educational Technology Be Applied in the Context of Science Teaching? |
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357 | (4) |
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4-E FEATURE LESSON: Impact of Light in the Forest |
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358 | (3) |
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361 | (1) |
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362 | (1) |
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Build a Portfolio or E-Folio |
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362 | (3) |
| chapter 11 Resources for Best Practices |
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365 | (32) |
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366 | (1) |
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366 | (4) |
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366 | (1) |
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367 | (2) |
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369 | (1) |
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Selecting and Using Textbooks |
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370 | (9) |
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Shortcomings and Differences in Textbooks |
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370 | (1) |
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371 | (8) |
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TEACHERS ON SCIENCE TEACHING: How Toys Can Enhance Your Teaching |
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373 | (6) |
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373 | (2) |
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Selecting the Best Textbook |
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375 | (3) |
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378 | (1) |
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379 | (4) |
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Identifying Best Practices |
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379 | (4) |
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WHAT RESEARCH SAYS: Emphasis on Excellence |
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380 | (8) |
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A Site for Best Practices |
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381 | (1) |
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Supported Beliefs About Effective School Science Programs |
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381 | (2) |
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Resources for Best Practices 383 Programs and Print Resources |
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383 | (12) |
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VIDEO EXPLORATIONS: Science Resources |
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388 | (2) |
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4-E FEATURE LESSON: Water Cycle |
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390 | (5) |
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392 | (3) |
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395 | (1) |
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395 | (1) |
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Build a Portfolio or E-Folio |
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396 | (1) |
| Appendix: National Science Education Standards: Content Standards for K-4 and 5-8 |
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397 | (6) |
| References |
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403 | (10) |
| Index |
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413 | |
