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| "Messing About in Science": An Introduction | |
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| Children, Science, and Inquiry: Some Preliminary Questions | |
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| Constructive Learning | |
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| An Invitation to Inquiry Science: Leaves | |
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| Why Should Science Be Taught in Elementary School? | |
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| Learning to Think and Understand | |
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| Scientific Literacy | |
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| Science Education and Natural Concerns | |
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| Language Literacy and Mathematics Competency | |
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| Early Science and the NCLB Legislation | |
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| U.S. Science Education: Where Have We Been, Where Are We Now, Where Are We Going? | |
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| Where Have We Been in Science Education | |
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| Where Are We Now in Science Education | |
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| Where Are We Going in Science Education | |
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| What Shall We Teach in Science? | |
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| Conceptual Knowledge and Understanding in Science | |
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| Abilities to Carry Out Scientific Inquiry | |
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| Questions for Investigations | |
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| An Invitation to Inquiry Science: Magnetic Interactions | |
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| Understandings About the Nature of Science and Scientific Inquiry | |
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| Science and Technology | |
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| Teachers and Inquiry | |
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| Summary | |
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| Online Professional Development | |
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| Processes and Strategies for Inquiring | |
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| Processes of Science | |
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| Observing | |
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| Classifying | |
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| Inferring | |
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| Measuring | |
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| Communicating | |
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| Predicting | |
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| Hypothesizing | |
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| Experimenting | |
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| Types of Investigations | |
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| Investigation Strategies | |
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| Types of Investigations | |
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| Investigating Mealworms: Descriptive, Classificatory, and Experimental Inquiries | |
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| Mystery Powders: A Descriptive and Classificatory Investigation | |
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| Germinating Seeds and Growing Plants: A Descriptive and Experimental Inquiry Project | |
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| Teachers, Children, and Inquiry | |
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| Summary | |
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| Online Professional Development | |
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| Learning Science with Understanding | |
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| The New View of Learning | |
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| Constructing Knowledge with Understanding in Science | |
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| Levels of Understanding | |
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| Enhancing the Understanding of Science | |
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| Provide for Access to Prior Knowledge | |
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| Provide for Transfer of New Knowledge | |
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| Enhance Knowledge Organization | |
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| Provide Scaffolding Support | |
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| Build Learning Communities | |
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| Children's Alternative Conceptions and Science Learning | |
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| A Strategy for Conceptual Change: Moon Watching | |
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| Development, Learning, and Science Teaching | |
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| Piaget's Theory of Cognitive Development | |
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| Children's Theories of Floating and Sinking | |
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| Developmentally Appropriate Science | |
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| Grade Placement of the Cartesian Diver | |
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| Summary | |
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| Online Professional Development | |
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| Teaching Science for Understanding: The 5-E Model of Instruction | |
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| Inquiry Instruction | |
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| Features of Inquiry Instruction | |
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| Models of Instruction | |
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| The 5-E Model of Science Instruction | |
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| Phases of the 5-E Model | |
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| Teaching Electrical Concepts Through the 5-E Model of Instruction | |
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| Using the 5-E Model to Sequence Science Activities | |
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| Guided Discovery, Textbook, and Direct Instruction Approaches to Teaching Science | |
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| Guided Discovery | |
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| Direct Instruction | |
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| A Textbook Approach to Science Teaching | |
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| Research on the Effectiveness of Different Approaches to Science Instruction | |
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| Selecting Instructional Approaches for Teaching Science | |
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| Summary | |
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| Online Professional Development | |
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| Planning and Managing Inquiry Instruction | |
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| Planning Science Lessons | |
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| Select Science Content to Be Taught and Learned | |
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| Write Appropriate Objectives | |
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| Select and Design Lesson Activities | |
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| Design Assessment Experiences | |
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| A Lesson Plan on Floating and Sinking | |
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| Assessment and Evaluation Plan for the Floating and Sinking Lesson | |
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| Managing Inquiry Instruction and Learning | |
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| Grouping Students for Learning | |
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| Safety in the Science Classroom | |
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| Managing Classroom Behavior | |
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| Implementing Learning Activities | |
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| Summary | |
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| Online Professional Development | |
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| Assessing Science Learning | |
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| Assessment and Evaluation | |
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| Assessment and Inquiry Science | |
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| Key Question to Guide Assessment in Inquiry Science | |
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| Diagnostic, Formative, and Summative Assessment | |
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| Diagnostic Assessment | |
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| Formative Assessment | |
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| Summative Assessment | |
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| Informal, Traditional, and Performance Assessments | |
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| Informal Assessment | |
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| Traditional Assessment | |
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| Performance Assessment | |
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| Fitting Assessment Methods to Learning Objectives | |
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| Examples of Informal Assessments | |
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| Assessing Students' Conceptual Knowledge and Understanding | |
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| Examples of Performance Assessment Items | |
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| Using Performance Tasks to Assess Science Knowledge | |
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| Using Performance Tasks to Assess Science Understanding | |
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| Assessing Multiple Objectives Through Performance Assessments | |
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| Examples of Traditional Assessment Items | |
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| Assessing Science Knowledge with Traditional Items | |
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| Assessing Understanding with Traditional Items | |
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| Assessing the Application of Science Processes and Inquiry Procedures with Traditional Items | |
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| Characteristics of Items on State Tests of Science | |
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| Science Standards and Statewide Tests | |
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| Using Released Tests to Help Students Prepare for State Tests | |
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| Summary | |
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| Online Professional Development | |
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| Effective Questioning | |
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| Questioning: An Essential Tool for Teachers | |
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| Closed and Open-Ended Questions | |
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| Questioning to Guide Inquiry Discussions | |
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| Engage Using Questioning to Initiate Inquiry | |
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| Explore: Using Questioning to Guide Discussions of Observations | |
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| Explain: Using Questioning to Guide Discussions of Explanations | |
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| Elaborate: Questioning to Guide Discussions of Applications to New Situations | |
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| Responding to Student Ideas | |
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| Accept Student Responses | |
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| Extend Student Responses | |
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| Probe Student Responses | |
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| Questioning Strategies in the Classroom: Properties of Air in First Grade | |
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| Some Considerations in Questioning | |
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| Increase Your Wait-Time | |
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| Gradually Fade Your Questioning Support | |
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| Listen to One Another | |
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| Consider Cultural Implications of Your Questions | |
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| Remember, We All Need Strokes! | |
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| Summary | |
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| Online Professional Development | |
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| Technology Tools and Resources for Inquiry Science | |
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| Educational Technology | |
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| The Internet as a Technology Resource for Inquiry Science | |
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| Use Internet Images to Engage Students in Inquiry into Volcanoes | |
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| Use Archived Data on Whale Movements in 5-E Lessons | |
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| Explore Space Through the Internet | |
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| Take a Virtual Field Trip | |
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| Visit Science Exhibits Online | |
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| Take a Factory Tour via the Internet | |
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| Use Commercialy Available Multimedia Packages to Enhance Science Inquiry | |
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| The Great Solar System Rescue: A Simulation for Science Classes | |
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| Take Your Case to Science Court | |
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| Explore the Skies with Planetarium Programs | |
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| Use Virtual Laboratories | |
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| Use Instructional Software Packages | |
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| Learn with Computer-Assisted Instruction Packages | |
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| Explore the World with Global Information Systems | |
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| Explore the Potential of Digital Cameras and Digital Microscopes | |
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| Contribute to and Use Computer Databases | |
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| Contribute to and Use Regional Databases | |
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| Participate in the GLOBE Project | |
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| Collect Observational Data on Clouds | |
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| Use Archived Data to Discover Weather Patterns | |
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| Use Computer-Based Laboratories to Collect and Process Data | |
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| Use Spreadsheets to Organize and Analyze Data | |
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| Communicate Through Multimedia Presentations | |
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| Managing Educational Technology in the Science Classroom | |
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| Using Different Arrangements of Computers in Your School | |
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| Selecting Science Software and Internet Sites | |
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| Acceptable Use Policies for the Internet | |
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| Take the Plunge-Join the Information Age | |
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| Summary | |
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| Online Professional Development | |
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| Connecting Science with Other Subjects | |
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| Connecting Science and Mathematics | |
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| Quantifying the Real World | |
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| Organizing and Interpreting Data | |
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| Using Patterns and Relationships | |
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| Operating on Numerical Data | |
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| Connecting Science and Literacy | |
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| Science and Reading | |
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| Writing in Science | |
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| Connecting Science and Social Studies | |
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| Plan Lessons Around Science/Technology/Society Themes | |
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| Weather: A Science and Social Studies Lesson for Grade 3 | |
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| A River Ran Wild: A Science and Social Studies Lesson for Grades 3-5 | |
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| The Environment and Native American Culture: A Science/Social Studies Lesson for Upper Grades | |
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| Summary | |
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| Online Professional Development | |
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| Science for All Learners | |
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| Students with Special Learning Needs | |
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| Common Standards, Common Assessments, Diverse Pathways | |
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| Making Modifications for Students with Special Learning Needs | |
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| Science for Students with Specific Learning Disabilities | |
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| Science for Students with Mental Retardation | |
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| Science for Students with Emotional/Behavioral Disorders | |
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| Science for Students with Visual Impairments | |
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| Science for Students with Hearing Impairments | |
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| Science for Gifted and Talented Students | |
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| Make Real Inclusion a Goal | |
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| Stimulate Gifted Students by the Way You Teach | |
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| Science for Students from Linguistically and Culturally Diverse Backgrounds | |
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| English Language Learners and Inquiry Science | |
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| Sheltered Instruction and the 5-E Model of Inquiry | |
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| Students from Culturally Diverse Backgrounds and Inquiry Science | |
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| Summary | |
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| Online Professional Development | |
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| References | |
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| Appendixes | |
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| Safety Requirements and Suggestions for Elementary and Middle School Inquiry Activities | |
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| Measuring Tools, Measuring Skills | |
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| Selected Sources of Science Supplies, Models, Living Things, Kits, and Software | |
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| Selected Science Education Periodicals for Teachers and Children | |
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| Professional Societies for Teachers of Science, Science Supervisors, and Science Educators | |
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| Contemporary Elementary Science Projects and Programs | |
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| Index | |