| Note: Each chapter begins with Focusing Questions and concludes with Key Terms | |
| The Scientist Within | |
| An Invitation to Teaching Science | |
| What Is Science, and Why Teach It? | |
| How Do Students Learn Science? | |
| Science Story: Listening to Students' Ideas | |
| Science Story: The Search for Understanding: A Toaster Story Standards for Science Education | |
| Issues of Diversity | |
| The Role of Technology Structure of This Book | |
| Becoming a Science Teacher Resources for Further Exploration | |
| Locating Your Scientific Self Science Story: Why the Balloon Doesn't Pop: An Experience for New Teachers | |
| Teachers as Scientists Beliefs About Science: We Teach | |
| What We Think What Is a Scientist? | |
| Stereotype Versus Reality Reflective | |
| Your Science Autobiography Reflective | |
| Keeping a Science Journal The Inner Scientist Resources for Further Exploration | |
| Doing Science With Students: Inquiry in Practice | |
| The Teacher as Mediator | |
| Science Story: The Bottle and the Balloon Helping Students Construct Meaning | |
| Science Story: Icicles Mediation and Alternative Conceptions | |
| Science Story: The "Skin" of Water Students As Knowers | |
| The Science Circus: Using the Skills of Scientific Study | |
| The Science Circus | |
| Science Story: The Circus Comes to Mount Holly | |
| Science in the Classroom and in Everyday Life | |
| Family Science Night | |
| Making Connections: Science in the Students' | |
| Own Environment Diversity Within and Without Science Corners | |
| Science Story: Making Connections, Inside and Outside the Classroom | |
| The Daily Life of the Classroom | |
| Science Is Not Neat: Explorations of Matter Classifying Science Story: Exploring Solids, Liquids, and Gases | |
| Science Story: Mysterious Matter If It's So Messy, Can It Be Science? | |
| Sustained Inquiry: Explorations of Living Things | |
| Science Story: What Does It Mean to Be Alive? | |
| Plants and Animals in Your Science Corner | |
| Science Story: From Seed to Plant: A Failed Experiment | |
| Science Story: What's Inside a Seed? | |
| Science Story: Planting in a Vacant Lot | |
| Science Story: When Is a Vegetable a Fruit? | |
| A Classroom Invertebrate Science Story: A Book of Snails Working Together to Conduct Investigations Over Time | |
| Spiraling Curriculum: Explorations of Density | |
| Science Story: Looking at Liquids | |
| Science Story: Delving Deeper into Density | |
| Extending Curriculum: Taking Advantage of Emerging Relevance | |
| Science Story: Floating and Sinking Fruits | |
| Looking Back to Look Ahead | |
| Science Story: Apples, Potatoes, and Density "Replacement" of Understandings | |
| Making Models: Explorations of the Solar System | |
| The Usefulness of Models | |
| Science Story: An Edible Solar System | |
| Models and Meaning | |
| Science Story: A Model Orbit | |
| Science Story: Shapes of the Moon | |
| Using Moon-Phase Journals | |
| Expanding the Science "Box": Explorations of Electricity and Atoms | |
| Science Story: Batteries, Bulbs, and Wires | |
| Science Story: Batteries, Bulbs, and Wires Revisited | |
| Thinking About Teaching and Learning | |
| Science Story: Making Models of Atoms Design Technology | |
| Creating the Science Experience in Your Classroom | |
| Planning for Science: Lesson Plans and Instructional Strategies | |
| An Activity Is Not a Lesson Planning the Lesson | |
| The Role of Questioning | |
| Science Learning Groups: Creating an Environment for Cooperative Learning | |
| Inclusive Science Education Questions for Your Own | |
| Reflection Resources for Further Exploration | |
| Science and Technology: A Seamless Connection | |
| The Meanings and Uses of Technology | |
| Making Observations and Gathering Data | |
| Internet Projects and Collaboration | |
| Science Story: A WebQuest on Marine Organisms | |
| Using Commercial Software for Science Instruction | |
| Internet Resources for Teachers | |
| Technology and Learning: Some Concluding Thoughts | |
| Resources for Further Exploration | |
| Science Content and Curriculum: The Big Ideas and Your Scientific | |
| Self Making Big Ideas | |
| Your Own Ideas | |
| Ways of Thinking About Science | |
| Topics Systems Interactions and Patterns of Change | |
| From Content to Curriculum Developing Curriculum | |
| Units Resources for Further Exploration | |
| What's the Big Idea? | |
| Assessing What Students Know and Are Able to Do Assessment and Testing | |
| Assessment and the Instructional Context | |
| Using Science | |
| Journals for Assessment | |
| Using Science Portfolios for Assessment | |
| Using Science Conversations for Assessment | |
| Using Technology to Assess | |
| Understanding Multiple Types of Performances | |
| Science Story: Third Graders Enact the Water Cycle | |
| Science Story: Second Graders | |
| Do a Station Assessment for a Unit on Matter Assessment and National Standards Teaching, Learning, and Assessing | |
| Resources for Further Exploration | |
| Pulling It All Together: Reflection and Self-Assessment | |
| Your Scientific Self Becoming a Reflective Teacher | |
| Professional Development How Am I Doing? | |
| A Guide to Self-Evaluation | |
| Looking Back to Look Ahead: A New Chapter in Your Science Autobiography | |
| Resources for Further Exploration | |
| Table of Contents provided by Publisher. All Rights Reserved. |