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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Suggested Citation:"Index." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Index A design of learning progression, 64-65, 151 Accountable Talk in Math and Science Project, 167 language of science in, 65 Activities. See Classroom investigations learning progressions, 43, 44, 45-54, 59, 66-69, Adelson, Glenn, 167 72-75, 84-85 Administrators, 16, 162-163 Molecules in Motion activity (grade 7), 45-54 African Americans, 99 multidisciplinary nature of, 60, 84 Air Mystery Box activity (grades K-2), 61, 65, 66-69 as matter, 42 Nature of Gases activity (grades 6-8), 79-83, 168 properties of, 45-54, 72-75 Properties of Air activity (grades 3-5), 72-75 Altimeter, 26, 30 Autism, 95 American Association for the Advancement of Science (AAAS), 59 B Argument Behavior of students, 1, 23, 31, 95-96 ambiguity in language and, 93 Benchmarks for Science Literacy, 18, 62-63, 153 as collaboration, 87 Biodiversity activity, 128, 151 cultural diversity in, 97-100 case study, 22-27 discomfort of educators with, 92-93, 165 ecosystem balance, 128-129 encouraging, 92-93, 165-166 modeling species variability, 119-124 forms of, 88-89 proficiency strands, 28-34 goals of, 89 Biodiversity in a City Schoolyard, 22-27, 112, learning through, 15, 32, 33, 68, 88-89 119-124 mediating, 93 Biology norms for presenting, 21, 89, 92, 95-96, 136, atomic-molecular theory and, 60 165-166 conceptual change in, 42, 43 Assessments. See also State Assessments curriculum tools, 114, 116, 119-124, 169 for atomic-molecular theory learning progression, growth representation, 114-124 176-178 naïve understanding of, 28-29, 38, 42 statutory requirement, 2 reasoning skills of young children, 39 supporting science learning, 16, 35, 151 Struggle for Survival unit, 130-131 Atomic-molecular theory of matter Biology Guided Inquiry Learning Environment assessment items, 176-178 (BGuiLE), 130, 132-133 conceptual change in understanding, 43, 45-56 core concepts in, 72, 76, 128 187

C Classroom norms Case studies. See also Classroom investigations for discussion, 11-12, 15, 95-96 questions for practitioners, 171-175 for presenting arguments, 21, 89, 92, 95-96, 136, Categorization. See also Classification 165-166 assessment task, 176 for scientific practice, 14, 15, 136 of data, 112 Cognitive skills skills of young children, 25, 26, 29, 39, 69 children’s capabilities, 6-8, 15, 28-29, 37-41, 149, Catron, Susan, 167 155-156 Cell theory, 59 linguistic abilities, 97-98 Chèche Konnen research program, 101 misconceptions about, 8, 155-156 Chemistry, 38, 60, 76. See also Atomic-molecular Communication of ideas. See also Argument; theory of matter Representation; Talk Classification cultural differences, 4, 97-100 biological, 23, 26-27, 30 importance, 87 models, 23 public speaking, 101 of objects, 69, 70, 176 Conceptual change Classroom investigations in knowledge structure, 41, 147 Biodiversity in a City Schoolyard, 22-27, 112, in levels of explanation, 44, 50-54, 76-77 119-124 in Molecules in Motion, 45-56 biological growth, 110-111, 114-124 in networks of concepts, 42-43, 46-50, 55 constructing and defending explanations, 19, in preexisting concepts, 42, 43-44, 45, 46-47, 55, 95-96, 132-135 67 creating meaningful problems, 127-129 in representations, 114-118 cultural considerations in, 74, 104-106 teaching for, 137 empirical, 8, 9-13, 69, 70 types, 42-43 follow-up and extension activities, 1, 10, 31, 70-71 Constant units, 10, 12, 111 graphing, 11, 112 Content. See Core concepts; Curriculum content; “just in time” approach, 129-130, 131 Proficiency strands lever and fulcrum, 128 Core concepts. See also Conceptual change mass and density, 137-140 effectiveness of, 78 measurement activities, 8, 9-13, 69, 70, 72-75, examples, 59, 128 112 implementation over time, 60-61, 63-65, 85, metacognition, 142-146 130-131, 165 Molecules in Motion, 45-54 importance, 57, 84-85 Mystery Box, 66-71 intermediate ideas, 61, 64 Nature of Gases (grades 6-8), 79-83 interrelatedness, 57, 59-60 norms for discussion, 95-96 in learning progressions, 55-56, 59, 60, 63-65, practical or applied problems, 128 72-73, 76, 84-85, 151 Properties of Air, 72-75 research needs, 63 representing data, 23, 110-111, 114-124 standards and benchmarks and, 61, 62-63 scripting roles in, 137-140 support system for, 61 sequencing instruction for, 129-131 young children’s understanding of, 12 Struggle for Survival, 130-131, 132 Cultural, linguistic, and experiential considerations, 4. theoretical problems, 128 See also English language learners weighing and balancing activities, 70, 73-74, appreciating, 97-100 104-105, 112 in argument and talk, 97-100 188 Ready, Set, SCIENCE!

inclusiveness strategies, 10, 23-27, 66-67, norm setting for, 11, 15, 46-47, 69, 77-78, 95-96, 100-106 97, 100, 165 professional development opportunities, 160-161 piggybacking questions, 100-101 Curriculum content, 57. See also Core concepts position-driven, 30, 31, 40, 93-94, 141 AAAS themes, 59 promoting, 52, 138-139, 141 breadth and depth of, 62, 85, 150 rules of participation, 100-101, 135-137 “final form science,” 132 shared inquiry, 94 inquiry-based, 34 small-group, 47, 91, 95, 98 international comparisons, 62, 161 teacher’s role, 94, 95, 165 national standards and benchmarks, 3, 62-63 young children’s abilities, 40 organizational structure, 59-60, 150 whole-group, 24, 25, 31, 32, 33-34, 68-69, 71, planning and development, 152, 162-163 72-75, 93, 138-139 processes linked to, 17-19; see also Proficiency Domains of science, 4, 38-41 strands Curriculum specialists, 22, 35. See also Science specialists E Earthquakes, 5 Education system. See Science education system D design Data. See also Scientific evidence Electromagnetism, 4, 57 analysis, 4, 8, 11, 69, 130 English language learners, 9, 10, 23-24, 26, 29, collection, 4, 5, 8, 29-30, 32-33, 112, 130 74-75, 93, 85, 103, 104-106, 160-161 comparison, 13 Estimation, 13 defined, 5 Evidence. See Scientific evidence distribution of, 119-124 Evolutionary theory, 19, 23, 52, 57, 59, 128, 130-131 interpreting, 113, 115-116, 117 intervals in, 119-124 from measurement, 8, 10, 11, 115 F Facts, 5. See also Scientific evidence quality and reliability, 30, 32, 33, 115 Forces querying existing data sets, 112 balanced and unbalanced, 79-93 representation, 4, 8, 11, 111-113, 119-124 kinetic, 145, 146 sharing, 11, 25, 31-32, 101, 138 Foundational knowledge. See also Core concepts statistical measures, 113 building student motivation on, 130-131 structuring, 112 common elements of, 38-41 typical values, 119-124 conceptual understanding, 42 understanding construction of, 111-112 domain-specific reasoning, 38-39 Davis Foundation, 167 misconceptions in, 40, 43-44, 46-47 Density, 42, 57, 76, 137-140 of modeling, 39-40 Discussion, 6. See also Argument; Talk naïve knowledge of science, 38-39, 46 brainstorming, 71 proficiency strands in, 40 building environment for, 107, 165 self-correction, 44 claim-evidence-reasoning framework, 135-137 cross-talk, 30, 31, 33 cultural diversity and, 9, 10, 94, 95, 97-103 G framing questions, 94, 101 Galapagos Islands, 130-131 importance, 40, 78, 106-107 Gases, 45-54, 76, 79-83 inclusiveness strategies, 74-75, 100-103 Geology, 60 Index 189

Goldenada, Marianne, 151-153 misconceptions as stepping stones, 7, 43-44 Grades K-2 motivating students, 26, 128-129, 130-131 atomic-molecular theory (Mystery Box), 61, 65, proficiency strands applied in, 28-32, 34-35, 66-69, 176-177 45-56 biodiversity investigation, 22-27 reciprocal approach, 136 cognitive capabilities of children, 6-8 scaffolding, 129 growth investigation, 115 scripting student roles, 11-12, 100, 135-145 measurement classes, 8, 9-10 sequencing instruction, 129-131 representations, 114, 115 standards based, 161 Grades 3-5 supervision of, 35 atomic-molecular theory, 72-75, 177-178 Investigating and Questioning Our World through balance experiment, 104-105 Science and Technology (IQWST), 132-133 biodiversity investigation, 22-27 Investigations. See Classroom investigations growth investigation, 116-117 Investigators Club, 79-83, 167, 168 representations, 110, 114, 117, 118, 119-124 Iteration, 12 Grades 6-8 atomic-molecular theory, 45-54, 76-83, 178 IQWST units, 132-133 K Kamehameha Early Education Project, 98 state assessments, 1 Kindergarten. See Grades K-2 shifts in understanding, 142-145 Graphing data, 11, 32, 33, 72, 110-111, 112, 114, 115, 118 L Gravity, 56, 75, 145 Language of science, 4-6, 61, 65, 88, 97, 168 Learning progressions assessments for, 176-178 H in atomic-molecular theory, 45-54, 64-65, 66-69, Haitian Creole students, 101, 104-106 72-78, 176-178 Hypotheses and hypothesizing, 4, 5, 69 benefits, 63-64 from core concepts, 26, 60, 63-65, 76, 84-85, 151 I development, 84-85 Ideal gas law, 79-83 effectiveness, 85 Individualized education plans, 95 implementation, 84-85 Induction, 39 importance, 14, 84-85 Infants, reasoning skills, 39 macro-level processes linked to micro-level Inquiry, 34 phenomena, 65, 76-77, 78 Inquiry and the National Science Education in modeling, 114-118 Standards, 153 over multiple years, 14-15, 56-57, 63-65, 150 Instructional practices from prior knowledge, 7, 8, 39-40, 55-56, 63, 77 approaches and strategies, 9-10, 41, 52 proficiency strands in, 64 conceptual change, 41, 137 short-term extensions, 70-71, 85 constructing and defending explanations, 47-48, Lee, Okhee, 100 132-135, 137 Lehrer, Richard, 114, 118, 167 creating meaningful problems, 127-129, 156-157 inclusiveness strategies, 10, 23-27, 66-67, 100-106 inquiry, 34, 154, 161 M Mass, 75, 137-140, 168 instructional congruence, 100 Mathematics, 8, 12, 23, 26, 40, 110-111 190 Ready, Set, SCIENCE!

Matter, phases, 42. See also Atomic-molecular theory N of matter National Science Education Standards, 18, 19, 62-63, Means, 113, 119 153 Measurement, 5 National Science Foundation, 84, 150, 158, appropriate units, 12, 111 160-161 boundary-filling conception, 111 National Science Teachers Association, 159 conventions, 12 Natural selection, 19, 130-131 error, 26, 113 Nature of Gases (grades 6-8), 79-83 fractional units, 72 Newtonian mechanics, 4, 59 identical units, 12 No Child Left Behind Act, 2 iteration, 12 Norms. See Classroom norms key principles, 12 Northwestern University, 130-131 science classes, 8, 9-13, 25, 72-75 standard methods, 9, 12, 70, 115 theory, 111 O Memorization of facts, 19, 46, 65, 72 Observation, 5, 69, 72-75, 98, 112 Michigan State University, 158 Modeling Nature Project, 167 P Models/modeling, 4, 5, 6 Pan balance, 70, 73-74, 112 accuracy of representation, 110, 113-114 Parental roles in science education, 7 advantages and limitations, 80 Pattern recognition, 28-29, 116-117, 118 Air Puppies model of ideal gas law, 79-83, 109, Physics 110 atomic-molecular theory, 60 Archimedes software, 137 naïve knowledge and reasoning skills, 38, 39 data, 111-113 network of knowledge, 42-43 diagrams, 79-83, 109, 110, 113, 114 PI-CRUST (Promoting Inquiry Communities for the forms of, 109-110 Reform of Urban Science Teaching), 158-159 foundational knowledge, 39-40 Plant growth, 110-111 graphs, 11, 32, 33, 72, 110-111, 112, 114, 115, Plate tectonics, 5 119-124 Preschoolers intervals in data, 119-124 modeling skills, 40, 113 and learning progressions, 40, 77, 114-118 reasoning skills, 39 light motion, 129 Pressure of air, 45-54 maps, 25-26, 33, 114 Professional development, 16 mathematical, 23, 40 for teaching diverse student populations, 160-161 metacognitive understanding, 14, 78, 88, 113, informal networks, 35 114, 129, 130, 142-146 opportunities for, 35, 157-162 Modeling with Dots software, 137, 138 proficiency strands in, 154, 163 pretend play as, 39 resources for, 164 proficiency strands in, 125 school-level, 151-153, 157 scale models, 113-114 staff, 163-164 shifts in understanding, 114-118 Proficiency strands. See also Learning progressions typical values, 119-124 benchmarks and standards and, 19 Molecules in Motion, 45-54 case study, 21, 22-32 Mystery Box, 66-71 as content–process linkage, 17-19, 34-35, 129 Index 191

generating evidence (strand 2), 8, 14, 19-20, 29-30, administrators, 16, 162-163 32-33, 35, 111, 112, 117, 124, 127, 154 assessment, 16, 57, 151 instruction approaches, 28-32, 150 building the system, 15-16, 61, 107, 162-163 interrelated nature of, 18, 32-34, 45, 149 change initiatives, 150 in modeling data, 124 curriculum development, 57, 150, 152-153, 164 in naïve knowledge, 37-38, 40 instructional practices, 150 participating productively (strand 4), 21, 31-32, knowledge about learning and, 150-151 33-34, 124, 129, 154 professional development, 16, 61, 71, 151, reflecting on scientific knowledge (strand 3), 14, 152-153, 163-164 20, 28, 30, 32, 33-34, 88, 92, 124, 125, 127, proficiency strands and, 35 128, 129, 130, 133, 136, 142-145, 146, 147, science specialists, 161-162 154 standards and, 150, 161 standards and benchmarks and, 63 Science learning. See also Learning progressions; teacher learning patterns, 154 Proficiency strands understanding explanations (strand 1), 19, 28-29, beliefs about young children, 155-156 33, 124, 142-145, 154 framework for, 17-18, 150 Properties of Air, 72-75 Science specialists, 161-162, 164 Psychology, naïve knowledge of, 38 Scientific claims, 5, 10, 14 Pythagorean theorem, 26, 32 Scientific evidence, 4. See also Data defined, 5 empirical, 69 R generating, 4, 12-13, 14, 19-20, 29-30 Ratios, 53, 76, 113, 117 instruction approach, 29-30 Reasoning skills, 6, 7, 9-10 negative, 68 deductive, 69 observational, 5, 69, 72-75 domain specific, 38-39 presenting, 14 inference, 68, 75 reflecting on, 33 mathematical, 105 Scientific knowledge Representation, 6. See also Argument; Models/model- concept-based, 41; see also Conceptual change ing; Talk construction of, 80 biodiversity activity, 119-124 “doing” science and, 18, 20, 46, 127, 132 coordinate systems, 114, 115, 116, 117, 118, 124 domains, 38-41, 45 data, 111-113, 119-124 fact learning, 41, 46, 50-51, 55 development of, 118, 119-124 importance, 2 grades K-2, 11, 115-116 instruction approach, 30, 41 grades 3-5, 110, 114, 117, 118, 119-124 misconceptions, 43-44, 46-47 importance, 87, 109, 125-126 reflecting on, 2, 20, 30, 142-146 mathematical, 8, 12, 23, 104, 110-111, 114 structure of, 41 shifts in understanding, 33, 117-118 Scientific methods, 3, 4, 15 S-shaped logistic curve, 116, 118 Scientific practice as thinking tools, 77, 109, 125-126 classroom norms, 14, 69 Reproducible results, 10 collective decisionmaking, 6, 8, 9-10, 11-13, 14 concepts integrated with, 62-63, 72-75 S effective classrooms, 6, 14, 135-136 Schauble, Leona, 114, 118, 167 evidence and, 19 Science education system design. See also Teachers inquiry component, 34 192 Ready, Set, SCIENCE!

instruction approach, 9-13, 31-32, 34-35 encouraging, 89-92 norms for, 14, 15, 21 equitable participation, 102, 103 productive participation, 6, 21, 31-32 exploratory (first-draft thinking), 102-103, 165 proficiency strands and, 18, 19-20, 31-32, 62 importance, 2, 91-92, 179-180 “science as practice” perspective, 6, 34-35 I-R-E sequence, 89-90, 107 social context, 21, 34, 132, 137 learning through, 31-32, 88-89 by young children, 8, 9-14, 33-34 moves, 15, 90-91 Scientific understanding. See also Scientific knowledge partner talk, 47-48, 91 building on existing knowledge, 7, 8, 10, 14-15, and proficiency strands, 90 26, 32, 56-57, 60-61, 152 reviewing prior knowledge, 90 children’s capacity for, 6-8, 28-29, 37-41, 149 student presentations, 91 contexts of meaning, 41; see also Conceptual teacher initiated questions, 9, 11, 50, 53, 90, 105 change thinking or wait time, 49, 52, 73-74, 90, 91, demonstrating proficiency, 19 101-102 instruction approach, 28-29, 45-54 turn-taking format, 66-67, 74, 89-90, 102, metacognitive, 78, 142-146 104-105 naïve knowledge, 38-41 Teachers. See also Professional development nonschool influences, 7 folk view of science, 154 self-correction, 44 implementing changes, 164-166 shifts in, 6, 20, 29, 30, 76, 117-118, 142-145 informal networks, 35 Scientists knowledge of science, 4, 8, 27-28, 57, 61, 71, contributions, 2 153-155 intellectual practices, 138 as learners, 23, 27, 151-153 real-world practices, 4, 6, 25, 136 negative judgments of cultural differences, 99-100, as a social network, 2, 4, 132 166 stereotype, 3 opportunities to learn, 23, 35, 151, 157-162 students as, 6, 15 pedagogical considerations, 71, 94, 107, 147, women and minorities, 4 156-157, 168 Selecting Instructional Materials, 153 peer and administrative support, 151-153, 157 Sohmer, Richard, 79-83, 167 supporting proficiency strands, 35 Solar system models, 113-114 understanding how students learn, 15, 84, Solubility, 57 155-156, 157 Sound unit, 159 Teaching science well. See also Instructional practices Spencer Foundation, 167, 168 building on existing knowledge, 7, 8, 10, 14-15 Standards and benchmarks, 3, 19, 151 effective science classrooms, 6, 87 limitations of, 62-63 following up on experiments, 1 recommended revisions, 150 importance, 2-3, 166 State assessments, 1, 22 knowledge of subject matter and, 8, 57 State standards and curriculum frameworks, 3, 151 language and, 88 Statistical measures, 113 next steps for practitioners, 164-166 Struggle for Survival, 130-131, 132 questions for practitioners, 171-175 System. See Science education system design representation of data, 125-126 scientific terminology, 4-6 standards and benchmarks, 3, 151 T state testing and, 1 Talk, academically productive. See also Argument; time constraints and, 1, 45-46 Discussion Index 193

Temperature, 44, 57, 76 V Theories/theorizing, 136 Vanderbilt University, 167 advanced, 77 Volume, 70, 72 creating meaningful problems, 128 defined, 4-5, 88 generating scientific evidence, 19, 25-26, 67, W 74-75 Water displacement cup, 70 naïve, 37, 44, 167 Weight and weighing experiments, 42, 57, 70, 72-75, position driven discussions, 73-75, 93-94, 113, 168 139-140, 141 Wellesley College, 167 Thermodynamics, 4, 57, 82 Williams, Paul, 169 Thinking critically Windshitl, Mark, 154 introspection, 144 Wisconsin Fast Plants, 114, 116, 119-124, 169 science and, 2 Writing and publishing research, 83, 138 understanding students’ abilities, 15, 142-145 Third International Mathematics and Science Study, Y 62 Yup’ik, 98 Tiling, 12, 111 Tobacco hornworm growth, 117, 118 Trash and recycling unit, 159-160 Z Zero point, 12 U Understanding science. See Scientific understanding Units of measure, 12 University of Wisconsin–Madison, 169 194 Ready, Set, SCIENCE!

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What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?

Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.

Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.

This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science.

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