| Preface to the Second Edition | p. xii |
| Preface to the First Edition | p. xiv |
| Acknowledgments | p. xvi |
| To the Student | p. xviii |
| Constructing the Elementary Science Program | p. 1 |
| The Science Education Imperative | p. 3 |
| How Much Science Does the Elementary Science Teacher Need to Know? | p. 5 |
| Amount of Science Known Today | p. 6 |
| Obsolescence of Scientific Knowledge | p. 7 |
| Changing Scientific Knowledge | p. 7 |
| How Much Science Does the Elementary Science Teacher Need to Know? | p. 8 |
| Right and Wrong | p. 9 |
| The Gummy Bears Lesson | p. 10 |
| Recognizing the Unexpected | p. 11 |
| Perception | p. 12 |
| Listening | p. 15 |
| The Processes of Science | p. 15 |
| History of the Process Approach to Science Education | p. 16 |
| Hands-On Elementary Science Approaches of the 1960s | p. 18 |
| Ownership of Knowledge and Thought | p. 20 |
| Mystery Box | p. 21 |
| Ownership | p. 23 |
| Valuing Children's Thinking | p. 23 |
| Attitudes About Science and Attitudes About Science Teaching | p. 27 |
| Teacher Beliefs | p. 27 |
| Metaphors | p. 31 |
| Research in Science Education | p. 31 |
| Conclusion | p. 32 |
| Additional Questions for Discussion | p. 32 |
| Notes | p. 32 |
| References | p. 32 |
| Science Education Today | p. 35 |
| The Nature of Science | p. 36 |
| Characteristics of the Scientific Enterprise | p. 36 |
| Products of Science | p. 38 |
| Things as Products of Science | p. 39 |
| Scientific Facts | p. 40 |
| Scientific Concepts | p. 42 |
| Scientific Generalizations | p. 44 |
| Scientific Theories | p. 47 |
| Scientific Laws | p. 48 |
| Attitudes Toward Science | p. 49 |
| Processes of Science | p. 49 |
| Interdisciplinary Nature of Science | p. 50 |
| Goals of Elementary Science Education | p. 51 |
| National Science Teachers Association | p. 52 |
| American Association for the Advancement of Science | p. 52 |
| National Science Education Standards | p. 53 |
| Goals 2000: Educate America Act | p. 56 |
| What Do You Think? | p. 57 |
| Additional Questions for Discussion | p. 58 |
| Notes | p. 59 |
| References | p. 59 |
| The Processes of Science | p. 63 |
| Observing | p. 66 |
| Classifying | p. 77 |
| Communicating | p. 90 |
| Measuring | p. 94 |
| Length | p. 94 |
| Volume | p. 97 |
| Weight or Mass | p. 98 |
| Temperature | p. 100 |
| Time | p. 101 |
| Metric versus Conventional Units | p. 102 |
| Predicting | p. 108 |
| Inferring | p. 114 |
| Interrelationships Among the Basic Processes | p. 120 |
| The Integrated Processes | p. 121 |
| The Pendulum | p. 122 |
| Identifying and Controlling Variables | p. 127 |
| Formulating and Testing Hypotheses | p. 133 |
| Interpreting Data | p. 140 |
| Defining Operationally | p. 148 |
| Experimenting | p. 150 |
| Constructing Models | p. 153 |
| The Process-Oriented Objective | p. 160 |
| Conclusion | p. 161 |
| Additional Questions for Discussion | p. 161 |
| Notes | p. 162 |
| References | p. 162 |
| Constructivism in Elementary Science Education | p. 167 |
| Constructivism | p. 169 |
| Prior Beliefs | p. 172 |
| Conceptual Change | p. 173 |
| Cognitive Disequilibration | p. 174 |
| Validity of Self-Constructed Conceptualizations | p. 175 |
| Inquiry | p. 177 |
| Constructivism and Science Learning | p. 178 |
| Piaget, the Constructivist | p. 180 |
| Mechanism of Constructing Knowledge | p. 180 |
| Stages of Cognitive Development | p. 182 |
| Sensorimotor Stage | p. 183 |
| Preoperational Stage | p. 183 |
| Concrete Operational Stage | p. 184 |
| Formal Operational Stage | p. 190 |
| Stage Overlapping | p. 193 |
| Dinosaurs and the Solar System | p. 194 |
| Conclusion | p. 200 |
| Additional Questions for Discussion | p. 200 |
| Notes | p. 201 |
| References | p. 201 |
| Inquiry | p. 205 |
| The Expository-Discovery Continuum | p. 207 |
| Expository Methodology | p. 208 |
| Free Discovery Methodology | p. 209 |
| Guided Inquiry Methodology | p. 212 |
| Ausubel's Instructional Model | p. 214 |
| The Expository-Discovery Continuum Revisited | p. 217 |
| The Guided Inquiry Lesson Plan | p. 217 |
| Microteaching | p. 222 |
| Is Learning Taking Place? | p. 223 |
| Is Hands-On Minds-On? | p. 224 |
| Deductive versus Inductive Teaching Styles | p. 225 |
| Who Owns the Knowledge? | p. 226 |
| A Different Kind of Bloom | p. 229 |
| Conclusion | p. 232 |
| Additional Questions for Discussion | p. 232 |
| Notes | p. 233 |
| References | p. 233 |
| Learner Differences | p. 235 |
| Positions of National Organizations | p. 237 |
| Some Differences in the Ways Children Learn | p. 237 |
| Learning Styles | p. 238 |
| Visual, Auditory, and Kinesthetic Learning Modalities | p. 239 |
| Locus of Control | p. 242 |
| Jungian Learning Style Preferences | p. 245 |
| Field Dependence/Field Independence | p. 250 |
| Teachers' Learning Styles | p. 252 |
| Multiple Intelligences | p. 253 |
| Science Education for Children with Disabilities | p. 257 |
| Gender Bias | p. 258 |
| Multicultural Factors | p. 261 |
| Attitude in Multicultural Education | p. 262 |
| Multicultural Methodology | p. 263 |
| Multicultural Curriculum | p. 265 |
| Conclusion | p. 269 |
| Additional Questions for Discussion | p. 269 |
| Notes | p. 269 |
| References | p. 270 |
| Assessment | p. 275 |
| Authentic Assessment | p. 278 |
| What Is Assessed in Elementary Science Education? | p. 279 |
| Assessment of Process Skills | p. 280 |
| Assessment of Inquiry | p. 286 |
| Assessment of Attitude | p. 288 |
| Assessment of Content | p. 290 |
| Authentic Assessment Techniques | p. 291 |
| Interviewing | p. 291 |
| Journals | p. 293 |
| Portfolios | p. 294 |
| Assessment Techniques for Children with Special Needs | p. 299 |
| Report Cards | p. 300 |
| Standardized Achievement Tests | p. 303 |
| Assessment of the Elementary Science Teacher and Program | p. 304 |
| Conclusion | p. 305 |
| Additional Questions for Discussion | p. 305 |
| Notes | p. 306 |
| References | p. 306 |
| The Elementary Science Classroom | p. 309 |
| Trust | p. 310 |
| Strategies for Successful Science Activities | p. 315 |
| Safety in the Elementary Science Classroom | p. 316 |
| Equipment and Materials | p. 322 |
| Animals and Plants in the Classroom | p. 323 |
| Parent Involvement | p. 324 |
| Classroom Organization | p. 325 |
| Cooperative Teaching and Cooperative Learning | p. 327 |
| Time Management | p. 328 |
| Classroom Management | p. 329 |
| Conclusion | p. 332 |
| Additional Questions for Discussion | p. 333 |
| Notes | p. 333 |
| References | p. 333 |
| Beyond the Science Classroom | p. 335 |
| Reading, Writing, and Interdisciplinary Aspects | p. 337 |
| Reading, Writing, and Literature | p. 339 |
| Integrating Children's Literature and Science | p. 341 |
| Introducing Lessons | p. 341 |
| Analyzing Conclusions | p. 344 |
| Providing Factual Information | p. 346 |
| Providing Practical Examples | p. 347 |
| Developing Process Skills | p. 349 |
| Providing Vicarious Experiences | p. 351 |
| Providing Interdisciplinary Bridges | p. 351 |
| Selecting Children's Literature | p. 352 |
| Science Textbooks | p. 353 |
| Constructivist Uses of Elementary Science Textbooks | p. 354 |
| Commercially Available Hands-On Materials | p. 357 |
| Textbook Review | p. 358 |
| The Role of Reading and Writing in Elementary Science | p. 361 |
| Interdisciplinary Aspects | p. 363 |
| Two Interdisciplinary Models | p. 365 |
| Science, Technology, and Society | p. 368 |
| Personal Bias in STS Projects | p. 371 |
| Science Beyond the Classroom | p. 372 |
| Nontraditional Science Settings | p. 373 |
| Field Trips | p. 374 |
| Conclusion | p. 377 |
| Additional Questions for Discussion | p. 378 |
| Notes | p. 378 |
| References | p. 378 |
| Technology in Elementary Science Education | p. 381 |
| Why Use Advanced Technology in Elementary Science Education? | p. 385 |
| Computers in the Elementary Science Classroom | p. 387 |
| A Technology Inquiry Continuum | p. 388 |
| Tutoring Uses of Computers | p. 389 |
| Interactive Uses of Computers | p. 390 |
| Word Processing and Desktop Publishing Applications | p. 390 |
| Spreadsheet, Database, and Graphing Applications | p. 390 |
| Simulation Applications | p. 396 |
| CD-ROM Information Base Applications | p. 397 |
| The Internet and the World Wide Web | p. 397 |
| E-Mail and Distance Learning | p. 401 |
| Hypermedia Systems | p. 403 |
| Experimenting Uses of Computers | p. 403 |
| Evaluating Computer Software | p. 406 |
| Sources of Computer Software | p. 406 |
| Video in the Elementary Science Classroom | p. 408 |
| Technology for Teachers | p. 409 |
| Getting Started | p. 410 |
| Conclusion | p. 411 |
| Additional Questions for Discussion | p. 412 |
| Notes | p. 412 |
| References | p. 412 |
| Concept Mapping in Elementary Science | p. 415 |
| Exploring Concept Mapping | p. 417 |
| Concept Mapping Technique | p. 424 |
| Uses of Concept Maps in Elementary Science Education | p. 425 |
| Using Concept Maps for Lesson Planning | p. 426 |
| Using Concept Maps in Instruction | p. 428 |
| Using Concept Maps for Assessment | p. 430 |
| Uses of Concept Maps by Children | p. 431 |
| Conclusion | p. 431 |
| Additional Questions for Discussion | p. 432 |
| References | p. 432 |
| Basic Concepts and Principles for the Elementary Science Program | p. 435 |
| Physical Science Principles | p. 437 |
| Force and Motion | p. 437 |
| Heat Energy and States of Matter | p. 444 |
| Sound | p. 446 |
| Light | p. 449 |
| Electricity and Magnetism | p. 451 |
| Nuclear Energy | p. 454 |
| Matter and Chemical Energy | p. 455 |
| Life Science Principles | p. 456 |
| The Nature and Diversity of Life | p. 456 |
| The Cellular Theory of Life | p. 457 |
| Structure and Function of Plants | p. 460 |
| Structure and Function of Animals | p. 461 |
| Reproduction, Life Cycles, and Heredity | p. 461 |
| Genetics and Evolution | p. 463 |
| Ecology | p. 463 |
| Earth and Space Science Principles | p. 465 |
| Structure of the Earth | p. 465 |
| Plate Tectonics | p. 465 |
| Constructive and Destructive Forces | p. 467 |
| The Rock Cycle | p. 469 |
| Weather and the Water Cycle | p. 470 |
| Oceanography | p. 473 |
| Historical Geology | p. 474 |
| The Solar System | p. 476 |
| The Universe | p. 478 |
| Space Exploration | p. 479 |
| Reference | p. 479 |
| The Elementary Science Education Professional | p. 481 |
| Decisions About Methodology | p. 483 |
| Decisions About Curriculum | p. 484 |
| The Elementary Science Teacher as Researcher | p. 486 |
| Professional Organizations | p. 491 |
| Excellence in Science Teaching | p. 493 |
| Conclusion | p. 494 |
| Additional Questions for Discussion | p. 495 |
| Notes | p. 495 |
| Website Addresses for Professional Science Education Organizations | p. 495 |
| References | p. 496 |
| Back to the Future | p. 497 |
| A Model of Teaching by Listening | p. 499 |
| The Need for a Different Model | p. 502 |
| A Model of Teaching by Listening | p. 503 |
| Topic Selection Phase | p. 505 |
| Plan of Action Phase | p. 506 |
| Activity Phase | p. 508 |
| Evaluation Phase | p. 509 |
| The Next Cycle | p. 510 |
| Management | p. 510 |
| Concluding Remarks | p. 513 |
| Note | p. 515 |
| References | p. 515 |
| Selected Sources of Free or Inexpensive Materials | p. 517 |
| Activities Cross-Referenced to Basic Scientific Concepts and Principles | p. 523 |
| Listing of Children's Literature | p. 529 |
| Prominent Women in Science | p. 535 |
| Glossary | p. 539 |
| Index | p. 545 |
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