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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Science in Early Childhood | |
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| Young Scientists with Growing Ideas | |
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| Children Grow Up by Growing Ideas | |
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| Children Grow Smart by Growing Ideas | |
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| Constructivist Classrooms | |
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| Professional Knowledge Standards | |
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| Technology for Young Citizens | |
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| The Importance of Simple | |
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| Spaces for Growing Ideas | |
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| National Science Education Standards | |
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| A Simple Message | |
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| A Constructivist View of Learning | |
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| Building Big Ideas | |
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| Problems of Emerging Relevance | |
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| Points of View | |
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| Tie Teaching to Assessment | |
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| The Pursuit of Making Sense | |
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| Deliver Opportunities, Not Concepts | |
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| How We Learn Determines What We Learn | |
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| Can Classrooms Really Work That Way? | |
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| Learning to Care and Caring to Learn | |
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| Teach-Assess-Reflect Cycle | |
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| Good Curriculum, Good Behavior | |
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| When Good Curriculum Is Not Enough | |
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| Assessment Within Teaching | |
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| Errors Lead to Truths | |
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| The Productivity of Wrong Answers | |
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| Structured Reflection | |
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| Becoming a Master Learner | |
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| Reflection in Steps | |
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| Ever a Learner | |
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| Landscapes for Learning Science | |
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| Science as Disciplined Wonder | |
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| Amazing Ideas Begin with Wondering | |
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| Wondering Within the Curriculum | |
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| Classifying: What Not to Do | |
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| Classifying: Another Try | |
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| Classifying: Inventive Perspectives | |
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| Classroom Structure | |
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| From Procedures to Concepts | |
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| Artful Guidance | |
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| Teacher as Provocateur | |
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| Science Learning Within Family, Community, and Nature | |
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| Laboratories Everywhere | |
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| Childhood Physics: A Cargo-Crossing Challenge | |
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| Learning in Nature | |
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| Mindful Engagement | |
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| A Lesson as a Journey | |
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| Science of Learning | |
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| Children's Emerging Capacities | |
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| New Questions About Old Ideas | |
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| Two Sides of Learning | |
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| Mental Structures | |
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| Reflective Abstraction and Theory of Mind | |
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| Learning That Transfers | |
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| Neuroscience Research | |
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| Classroom Research | |
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| Liberty and Science for All | |
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| Spaces of Liberty | |
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| The Richness of Differences | |
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| Children with Limited English Proficiency | |
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| Children with Special Needs | |
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| Collaborative Settings | |
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| The Learning Context | |
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| Negotiating the Science Curriculum | |
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| Meaningful Curriculum | |
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| Designing Better Science Lessons84 | |
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| Thinking with Children, Not for Children | |
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| Animals That Live in the Cold: An Example Unit | |
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| Understanding Content and Cognition | |
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| From Unifying Science Concepts to Curriculum | |
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| Unifying Science Concepts | |
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| A New Perspective on Teaching Science | |
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| The Search for Patterns | |
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| Topics, Concepts, and Key Ideas | |
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| Simple and Complex All at Once | |
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| Learning from Some Great Scientists | |
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| Collective Scientific Thinking | |
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| Unifying Concepts: The Physical Environment | |
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| Relate Form and Function | |
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| Look at Whole Systems and Their Order and Organization | |
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| Examine Equilibrium and Evolution105 | |
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| Make Models, Collect Evidence, and Offer Explanations | |
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| Measure What Changes and What Stays Constant | |
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| Planning a Lesson Using Unifying Concepts | |
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| Water Studies: A Physics Unit | |
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| Concepts: The Living Environment | |
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| Relate Form and Function | |
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| Look at Whole Systems and Their Order and Organization | |
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| Examine Equilibrium and Evolution | |
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| Make Models, Collect Evidence, and Offer Explanations | |
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| Measure What Changes and What Stays Constant | |
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| Plant Growth: A Biology Unit | |
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| From Curriculum to the Wonder of Science | |
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| Science in the Shopping Cart: A Chemistry Unit | |
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| Clean-Up Time | |
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| Color Without Crayons | |
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| Shake It Up | |
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| Sticking Together | |
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| Cover with Crackers | |
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| Water, Soil, Sand, and Salt: An Earth Science Unit | |
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| At Water's Edge | |
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| Squeaky-Clean Water | |
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| Fruits in a Flood | |
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| Waterwheels at Work | |
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| Sand from Shore and Store | |
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| Putting It All Together | |
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| The Classroom as Laboratory | |
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| "Verbs" for Learning Science | |
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| Lesson Plan Model | |
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| Becoming a Professional | |
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| Conflicting Messages | |
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| A Simple Message | |
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| References | |
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| Index | |
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| About the Author | |