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| Teaching Science K-8 | |
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| Teaching Science in Grades K-8: Then and Now | |
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| Reasons for Science in the K-8 Curriculum | |
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| In the Beginning | |
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| Pestalozzi and Object Teaching | |
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| The Nature Study Movement | |
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| Landmarks in the Development of the K-8 Science Curriculum | |
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| John Dewey | |
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| School Restructuring | |
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| Gerald S. Craig | |
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| Yearbooks of the National Society for the Study of Education | |
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| The National Curriculum Development Projects of the 1960s | |
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| Back to the Basics | |
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| Decade of the Reports | |
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| The Final Decade of the 20th Century | |
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| Key Trends and Practices Today | |
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| Focus on Science and Technology Literacy | |
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| Focus on Curriculum Standards | |
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| Preparing Students for High-Stakes Testing: When All Students Are Expected to Do Well on a Mandated Assessment, Then All Should Be Given Equal Opportunity to Prepare for It | |
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| Problems and Issues That affect the School Science Program | |
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| The Integrated Approach | |
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| Curriculum Integration | |
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| Curriculum Integration | |
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| Curriculum Integration | |
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| Curriculum Integration | |
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| Curriculum Integration | |
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| Integrated Curriculum in a Standards-Based Environment | |
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| Key Reasons for Science in Grades K-8 | |
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| Building Positive Attitudes Is Important | |
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| Building Foundations for Understandings | |
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| Summary | |
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| Questions for Class Discussion | |
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| Goals and Objectives for K-8 Science | |
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| Goals for K-8 Science | |
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| To Become Scientifically Literate | |
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| Terms That Are Basic to Understanding Science and Attaining the Goal of Scientific Literacy | |
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| To Solve Problems by Thinking Critically and Creatively | |
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| To Understand Our Environment and the Problems of Preserving It and Making It Better | |
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| To Understand How Science, Technology, and Society Are Inextricably Interconnected | |
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| To Live Successfully and Productively in a Constantly Changing World | |
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| To Grow Intellectually, Emotionally, and Socially According to Individual Abilities, Interests, and Needs | |
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| Objectives for K-8 Science | |
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| Aims, Goals, and Objectives and their Roles in Planning for Science Instruction | |
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| Learning Targets and Goal Indicators | |
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| Overt and Covert Performance Outcomes | |
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| Balance of Behaviorism and Constructivism | |
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| Teaching Toward Multiple Objectives, Understandings, and Appreciations | |
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| Preparing Instructional Objectives | |
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| Components: The ABCDs of Writing Objectives | |
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| Classification of Learning Objectives | |
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| The Domains of Learning and the Developmental Needs of Children | |
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| Using the Taxonomies | |
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| Learning That Is Not Immediately Observable | |
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| Summary | |
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| Questions for Class Discussion | |
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| Understanding the Nature of Science and Sciencing | |
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| Understanding the Nature of Science | |
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| Understanding Children and How They Learn | |
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| Styles of Learning and Implications for Science Teaching | |
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| Understanding Sciencing | |
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| Understanding That the Process of Sciencing Is Cyclic | |
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| Pedagogy for Sciencing: The Learning Cycle | |
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| Understanding the Sciencing Cycle Processes | |
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| Sciencing Cycle and the Learning Cycle | |
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| The Processes: Thinking Skills | |
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| Teaching Thinking for Intelligent Behavior: Developing a Sense of "I Can" and the Feeling of "I Enjoy" | |
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| Characteristics of Intelligent Behavior | |
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| Understanding the Origin and Nature of Misconceptions | |
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| Summary | |
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| Questions for Class Discussion | |
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| Questioning and Other Behaviors That Provide the Foundation for Active Science Learning | |
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| Teacher Behaviors That Facilitate Student Learning | |
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| Facilitating Behaviors and Instructional Strategies: A Clarification | |
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| Structuring the Learning Environment | |
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| Accepting and Sharing Instructional Accountability | |
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| Demonstrating Withitness and Overlapping | |
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| Providing a Variety of Motivating and Challenging Activities | |
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| Modeling Appropriate Behaviors | |
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| Facilitating Student Acquisition of Data | |
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| Creating a Psychologically Safe Environment | |
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| Clarifying Whenever Necessary | |
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| Using Periods of Silence | |
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| Questioning Thoughtfully | |
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| Questioning: The Foundation for Sciencing | |
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| Purposes for Using Questions | |
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| Questions to Avoid Asking | |
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| Types of Cognitive Questions | |
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| Levels of Cognitive Questions and the Relationship to Student Thinking | |
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| Guidelines for Using Questioning | |
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| Preparing Questions | |
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| Implementing Questioning | |
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| Questions from Students: The Question-Driven Science Classroom | |
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| Summary | |
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| Questions for Class Discussion | |
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| Strategies for Helping Children Learn Science | |
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| Modes of Instruction | |
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| Multilevel Teaching: A Blend of Modes | |
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| Inquiry Teaching and Discovery Learning | |
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| Problem Solving | |
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| Inquiry versus Discovery | |
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| Problem Solving and Decision Making in the Real World Is an Integrated and Interdisciplinary Inquiry Activity | |
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| The Critical Thinking Skills (Processes) of Discovery and Inquiry | |
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| General Rule in Selecting Learning Activities | |
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| The Classroom as a Learning Laboratory | |
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| Guidelines for Doing Exploratory Investigations | |
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| Teacher Talk: Formal and Informal | |
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| Teacher Talk: Cautions and General Guidelines | |
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| Teacher Talk: Specific Guidelines | |
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| Grouping Children for Instruction | |
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| Mastery Learning and Personalized Instruction | |
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| Today's Emphasis: Quality Learning for Each Child | |
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| Learning Alone | |
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| Learning in Pairs | |
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| The Learning Center | |
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| Learning in Small Groups | |
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| Cooperative Learning | |
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| The Cooperative Learning Group | |
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| Whole-Class Discussion | |
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| Equality in the Classroom: Ensuring Equity | |
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| Demonstrations | |
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| Guidelines for Using a Demonstration | |
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| Learning from Assignments and Homework | |
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| Purposes for Assignments | |
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| Guidelines for Using Assignments | |
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| Opportunities for Recovery | |
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| Project-Centered Learning | |
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| Guiding Students in Project-Centered Learning | |
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| Student Journals | |
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| Integrating Strategies for Integrated Learning | |
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| Summary | |
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| Questions for Class Discussion | |
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| Selecting and Using Media and Other Instructional Aids and Resources | |
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| Printed Materials, the Internet, and Visual Displays | |
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| Student Textbooks | |
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| The Internet | |
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| Professional Journals and Periodicals | |
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| The ERIC Information Network | |
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| Copying Printed Materials | |
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| The Classroom Writing Board | |
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| The Classroom Bulletin Board | |
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| The Community as a Resource | |
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| Home and School Connections | |
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| Service Learning | |
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| Professional Resources File | |
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| Telecommunications Networks | |
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| Guest Speakers | |
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| Field Trips | |
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| Media Tools | |
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| When Equipment Malfunctions | |
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| The Overhead Projector | |
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| Multimedia Program | |
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| Computers and Computer-Based Instructional Tools | |
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| The Placement and Use of Computers | |
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| Using Copyrighted Video, Computer, and Multimedia Programs | |
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| Summary | |
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| Questions for Class Discussion | |
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| Planning the Instruction | |
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| Unit Planning | |
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| Steps for Planning and Developing a Unit of Instruction | |
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| Unit Format, Inclusive Elements, and Duration | |
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| Developing the Learning Activities: The Heart and Spirit of Any Unit Plan | |
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| Lesson Planning | |
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| Assumptions about Lesson Planning | |
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| A Continual Process | |
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| Well Planned but Subject to Change | |
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| The Problem of Time | |
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| Format, Components, and Samples | |
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| Personalizing the Unit and Lessons: Celebrating, Planning for, and Teaching with Student Diversity | |
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| Developmentally Appropriate Practice | |
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| The Challenge | |
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| Instructional Practices That Provide for Student Differences: General Guidelines | |
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| Recognizing and Working with Students with Special Needs | |
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| Recognizing and Working with Students of Diversity and Differences | |
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| Recognizing and Working with Students Who Are Gifted | |
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| Meaningful Curriculum Options: Multiple Pathways to Success | |
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| Summary | |
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| Questions for Class Discussion | |
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| Assessing and Reporting Student Achievement | |
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| Purposes and Principles That Guide the Assessment Program | |
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| Terms Used in Assessment: A Clarification | |
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| Assessment and Evaluation | |
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| Measurement and Assessment | |
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| Validity and Reliability | |
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| Authentic Assessment | |
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| Diagnostic, Formative, and Summative Assessment | |
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| Assessing Student Learning: Three Avenues | |
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| Assessing What a Student Says and Does | |
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| Assessing What a Student Writes | |
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| Assessment for Affective and Psychomotor Domain Learning | |
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| Student Participation in Assessment | |
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| Using Student Portfolios | |
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| Portfolio Assessment: Knowing and Dealing with Its Limitations | |
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| Using Checklists | |
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| Guidelines for Using Portfolios for Assessment | |
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| Maintaining Records of Student Achievement | |
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| Teacher's Log with a Caution about Anecdotal Comments | |
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| Grading and Marking Student Achievement | |
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| Criterion-Referenced versus Norm-Referenced Grading | |
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| Determining Grades | |
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| About Makeup Work | |
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| Testing for Achievement | |
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| Standardized and Nonstandardized Tests | |
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| Purposes for Testing | |
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| Frequency for Testing | |
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| Test Construction | |
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| Administering Tests | |
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| Controlling Cheating | |
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| Determining the Time Needed to Take a Test | |
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| Preparing Assessment Items | |
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| Classification of Assessment Items | |
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| General Guidelines for Preparing for Assessment of Student Learning | |
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| Attaining Content Validity | |
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| Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using | |
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| Arrangement | |
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| Completion Drawing | |
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| Completion Statement | |
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| Correction | |
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| Essay | |
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| Guidelines for Using Essay Items | |
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| Grouping | |
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| Identification | |
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| Matching | |
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| Multiple Choice | |
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| Guidelines for Using Multiple-Choice Items | |
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| Performance | |
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| Short-Explanation | |
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| True-False | |
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| Guidelines for Using True-False Items | |
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| Reporting Student Achievement | |
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| The Grade Report | |
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| Teacher Parental/Guardian Connections | |
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| Summary | |
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| Questions for Class Discussion | |
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| Basic Science Information, Learning Activities, and Other Resources: An Introduction to Inquiry | |
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| The Universe and Earth | |
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| The Universe | |
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| The Sun | |
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| The Solar System | |
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| The Effects of the Sun on the Earth | |
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| Earth's Moon | |
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| Beyond the Solar System | |
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| Space Exploration Programs | |
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| Student Books and Other Resources for "The Universe" | |
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| The Earth | |
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| The Composition of the Earth | |
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| Air | |
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| Forces that Shape and Change the Earth's Surface | |
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| Soil | |
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| Geologic History of the Earth | |
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| Water, Weather, and Climate | |
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| Water | |
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| The Earth's Sea | |
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| Winds | |
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| Water in the Air | |
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| Weather | |
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| Meteorology and Climatology | |
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| Living Things | |
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| Plants | |
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| Classification and Composition of Living Things | |
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| The Plant Kingdom | |
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| The Bryophytes | |
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| The Tracheophytes | |
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| Ferns, Horsetails, and Club Mosses | |
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| Roots | |
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| Stems | |
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| Leaves | |
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| Flowers | |
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| Fruits and Seeds | |
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| Caring for Earth's Plants | |
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| Neither Plant nor Animal | |
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| Classification of Organisms That Are Neither Plant nor Animal | |
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| Viruses | |
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| Bacteria | |
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| Fungi | |
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| Slime Molds | |
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| Lichens | |
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| Algae | |
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| Protozoans | |
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| Animals | |
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| Classification of Animals | |
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| Sponges and Coelenterates | |
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| Worms | |
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| Echinoderms and Mollusks | |
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| Arthropods | |
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| Vertebrates | |
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| Fish | |
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| Amphibians | |
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| Reptiles | |
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| Birds | |
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| Mammals | |
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| The Human Body | |
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| Makeup of the Human Body | |
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| Integumentary System | |
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| Skeletal System | |
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| Muscular System | |
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| Nutrients | |
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| Digestive System | |
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| Cardiovascular System | |
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| Lymphatic System | |
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| Respiratory System | |
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| Urinary System | |
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| Nervous System | |
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| Reproductive System | |
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| Endocrine System | |
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| Matter, Energy, and Technology | |
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| Changes in Matter and Energy | |
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| The Structure of Matter | |
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| Energy | |
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| Nuclear Energy | |
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| Friction and Machines | |
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| Friction | |
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| Machines | |
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| Heat, Fire, and Fuels | |
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| The Nature of Heat | |
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| Temperature | |
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| Methods of Heat Travel and Their Effects | |
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| Fire | |
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| Fuels | |
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| Sound | |
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| Producing and Transmitting Sound | |
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| Musical Instruments | |
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| Light | |
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| The Nature of Light | |
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| Visible Light | |
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| The Reflection of Light | |
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| The Refraction of Light | |
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| Color | |
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| Magnetism and Electricity | |
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| Magnetism | |
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| Static Electricity | |
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| Current Electricity | |
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| Electronics and Integrated Circuits | |
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| Bibliography | |
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| Index | |