Taking Science to School Learning and Teaching Science in Grades K-8 (2007) / Chapter Skim
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Pages 373-388
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From page 373... ...
, 43, 178, 217 reflective, 284 Project 2061, 216–217, 318 Atlas of Science Literacy, 216 American Educational Research Association, Atomic-molecular theory, developing an 307 initial understanding of, 32, 72, 102– American Federation of Teachers, 307 103, 111, 220, 222, 239–245 Analogical reasoning, 114 Atomic-molecular theory of matter learning Anchoring intuitions, 114 progressions Animals, classifying, 66–67 for grades K-2, 226–233 Anomalous data, 111 for grades 3-5, 233–239 Argumentation for grades 6-8, 239–245 in K-8 classrooms, 117, 258–259 Attention, 302 in the language of science, 33, 171 Attitudes, 195–201 plausibility of, 187 beliefs about oneself and about science, supporting, 203 ability to "do science," 196–197 talk and, 187–189 goals, values, and interest, desire to "do teachers uncomfortable with, 187 science," 197–200 Aristotle, 62 identity, feeling of "belonging," 200–201
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From page 374... ...
See Berkeley Evaluation and Children's ideas about the mind, 169–170 Assessment Research Center tasks used to study, 65 Beliefs, 173–174. See also Competencies of Children's learning of science, 51–210 K-8 students foundations for science learning in about causal mechanism and plausibility, young children, 53–92 143–146 generating and evaluating scientific about oneself and about science, ability evidence and explanations, 129–167 to "do science," 196–197 knowledge and understanding of the young children's understanding of, 78–79 natural world, 93–128 Belvedere, 274 participation in scientific practices and Benchmarking assessment systems, for discourse, 186–210 coherent instruction, 319–322, 344 understanding how scientific knowledge Benchmarks for Science Literacy, 16, 35, 44, is constructed, 168–185 216 Children's reasoning, 3, 222 Berkeley Evaluation and Assessment China, 96 Research Center (BEAR)
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From page 375... ...
, 15 199, 259 Core ideas Conceptual change, 106–118 emergent, 119, 223 versus developmental change, 117–118 learning progressions needed for, 226 differentiating, 108 research and development needed in forms of, 107–110 identifying, 178–179, 352 mechanisms of, 110–117 CORI. See Concept-oriented reading nature of, 106–118 instruction restructuring a network of concepts, 108– Correlation, versus causation, 266 109 Cosmology, toward a mature, 104–105 Conceptual structures, 119–120 Counterintuitive findings, 146 acquiring, 37 Covariation evidence coalescing, 109 complex patterns of, 61 constructing new representations, 113– evaluating, 138–141, 145 116 identifying patterns of, 137 elaborating on existing, 107–108 versus noncovariation, 139, 143 scaffolding models, 276–278 reasoning about, 75 understanding, 215 Credentialing requirements, 300 Conceptual understanding during the K-8 Critical areas for research and development, years, 19, 30–31, 94–106 351–355 an expanding theory of psychology, 103– curriculum and instruction, 352–353 104 diversity and equity, 354–355 expanding understandings of matter and evaluation and scale-up, 353–354 its transformation, 101–103 identifying core ideas and developing extending and changing understandings learning progressions, 352 of naïve physics, 96–98 learning across the four strands, 351–352 extending and revising naïve biology, professional development and teacher 98–101 learning, 353 literature on, 51 Cues, 64, 75 summary of knowledge growth across Cultural institutions, 200 the domains, 105–106 Cultural values and norms, 69, 101, 190–194, toward a mature cosmology, 104–105 199–200, 340 Concrete experiences, 105 Current approaches in policy and practice, with the natural world, 260 20, 182, 214–219, 253–255, 267 progressions involving, 54 curriculum and instruction in K-8 science Confounding, 134, 142 classrooms, 217–219 Congress, 15 curriculum standards, 216–217 Consensus view, 170 progressing beyond, 231–245 Conservation of matter, 71 science process skills, 215–216 Construal principles, 106 Current textbooks, 244 Constructivist epistemologies, 177 Current theories of science, 52, 107 limitations of, 27
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From page 376... ...
coli bacteria, identifying, 143 in conducting empirical investigations in Early conceptual understanding of natural K-8 classrooms, 256–257 systems, 56–74 future, 223 earth systems and cosmology, 73–74 in learning progressions, 221–222 naïve biology, 66–69 Desire to "do science," 197–200 naïve physics, 56–63 goals for, 197–198 naïve psychology, 63–66 intrinsic motivation and interest, 199–200 substances and their transformations, 69– and values, 198–199 73
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From page 377... ...
See People of color Explanations Ethnographic case analyses, 202 of conceptual change, adding new Evaluation, research and development (deeper) levels of, 109–110 needed in, 353–354 in K-8 classrooms, 148, 258–259, 337 Evaluation of evidence across the K-8 years, testing, 30 137–142, 145 written, 274 covariation evidence, 138–140 Explanatory models, of science, 39 evidence in the context of investigations, Explicit awarenesses, 69 140–142 instruction in, 94 trends in, 131–142 modeling, 236 Exploratory studies, 131
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From page 378... ...
levels of developing an understanding of materials explanation, 109–110 and measurement, 226–231 elaborating on an existing conceptual progressing beyond current practice, structure, 107–108 231–233 restructuring a network of concepts, 108– Grades 3-5 learning progression for the 109 atomic-molecular theory of matter, Foundational Approaches to Science 233–239 Teaching (FAST) curriculum, 320 developing an explicit macroscopic "Framework theory," 73 understanding of matter, 233–237 Full Option Science System, 320 progressing beyond current practice, Future directions for policy, practice, and 237–239 research, 331–355 Grades 6-8 learning progression for the agenda for research and development, atomic-molecular theory of matter, 350–355 239–245 conclusions and recommendations, 333– developing an initial understanding of 355 the atomic-molecular theory, 239–243 major findings and conclusions, 334–347 progressing beyond current practice, recommendations for policy and practice, 244–245 347–350 Gravitation, 32 Group processes, 19 agreement within, 4, 276 G diverse, 314–315 The Growth of Logical Thinking from Galapagos island system, 261, 269–271 Childhood to Adolescence, 43 Gases, understanding the behavior of, 101, Guidance.
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From page 379... ...
See also Theory and hypothesis major findings and conclusions causal, 140 concerning, 340–344 considering, 268 professional development programs in, evaluating alternative, 76 312–314 formulating, 131–132 research and development needed in, revising, 132 352–353 "Hypothesis-oriented" approaches, 135 suboptimal, 55 "Hypothetico-deductive" model-based Instructional congruence, 192 reasoning, 241 Instructional support, importance of, 133 Intellectual roles, 275 "Intent participation," 191 I Interactions. See also Social interactions and force, 97 Ideas, young children's understanding of, multidimensional, 6, 178, 349 78–79 with simulations, 268 Identity, 195–201 with texts in K-8 classrooms, 259–260 ability to "do science," 196–197 Interest beliefs about oneself and about science, development of, 200 196–197 individual, 199 desire to "do science," 197–200 situational, 199–200 feeling of "belonging," 200–201 Interpretation, ambiguity involved in, 39, goals, values, and interest, 197–200 174–175 Illinois, 300, 317 Intervention studies, 148–150, 253, 255, 257, Implicit reasoning, 77 268 Indeterminacy, 141 Intraindividual variability, 4, 134, 142 Individual cognitive activity, 3, 203 Intrinsic motivation and interest, in the Individual interest, 199 desire to "do science," 199–200 Induction, 74 Investigations Infants' understanding of the physical world, evaluating evidence in the context of, 57–59 140–142 Inference strategies sustained, 343 cognitive, 75, 103 Israel, 99 multiple, 142 Iterative processes, 27
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From page 380... ...
See Meaning- grades 3-5, 233–239 making practices grades 6-8, 239–245 Knowledge-lean tasks, 133 limitations, 246 Knowledge of science, of science teachers, Legacy of the 1960s science curriculum 297–300 reforms, 12–15 Knowledge of the natural world, 93–128 Limitations changes in conceptual understanding of current theories of science, 27 during the K-8 years, 94–106 of K-8 students, 56, 172 conclusions, 118–120 memory, 137 nature of conceptual change, 106–118 of one's scientific reasoning, 40 "Knowledge problematic" epistemologies, 176 Liquids, experiences with, 202, 233–234 Local leaders in science education, recommendations for, 6, 16, 349 L Longitudinal studies, 352 Laboratory experiments, 13, 256 Language of science, 30–33, 267 M argument, 33 data and evidence, 31–33 Macroscopic understandings, 102, 239 disciplinary, 267 Maine, 299 theory and hypothesis, 30–31 Man: A Course of Study, 15 Large-scale assessment, 247 Maps, supporting modeling, 157–159 Learners Maryland, 299 major findings and conclusions Mastery learning, 198, 320 concerning, 334–340 Materials mental models of, 302 developing an understanding of, in Learning grades K-2, 226–231 across the four strands, research and resource centers for, 319 development needed in, 351–352 teachers' interpretations of, 269
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From page 381... ...
381 INDEX Mathematics "direct," 76 interest in, 199 explicit, 236 supporting modeling, 153–155 in K-8 classrooms, 258–259 theories expressed in form of, 32 students with prior experience in, 237 Matter and its transformation studies of, 152–153 developing an explicit macroscopic Models understanding of, in grades 3-5, 233– epistemology of, 172 237 as evidence of student learning in the expanding understandings of, 72, 101– elementary grades, 260–261 103 explanatory, 39 Maturation, change factors based in, 95–97 of instruction, ineffective, 211 Meaning-making practices, 215, 224–225 of the natural world, building and Measurement critiquing, 131 "boundary-filling" conception of, 155 scaffolding, 276–278 developing an understanding of, in Modules, curricular, 318–319 grades K-2, 154, 226–231 Motivation, 97, 195–201 recording, 31 beliefs about oneself and about science, Mechanisms of conceptual change, 110–117 ability to "do science," 196–197 acquiring new knowledge over an goals, values, and interest, desire to "do existing base of concepts, 110–111 science," 197–200 constructing new conceptual identity, feeling of "belonging," 200–201 representations, 113–116 Muller-Lyer optical illusions, 231 information about, 143 Multicultural issues, 303 metacognitively guided learning, 111–113 Multidimensionality strengthening new systems of ideas, 116– of interactions among models, 178 117 of the practice of science, 286 Media attention, 11, 18 Multidisciplinary approach, 333 Medieval impetus theorists, 62 Multiple inference strategies, 142 Memorization, 299, 338 Mutations, studying, 258 Memory limitations of, 137 N short-term storage span of, 95 Memory skills, of children, 142 NAEP. See National Assessment of Mental models, 78, 82 Educational Progress of learning, 59–60, 145, 302 Naïve biology Merck Institute for Science Education, 307 children's early conceptual understanding Meta-analyses, 322 of, 66–69 Metacognitively guided learning, 35–36, 82, extending and revising, 98–101 111–113, 137, 150 Naïve physics Metaconceptual activities in grades 1-6, children's early conceptual understanding progression of increasingly of, 56–63 sophisticated, 180–181 extending and changing understandings Middle grades, problem-based and of, 96–98 conceptual change approaches as Naïve psychology, children's early evidence of student learning, 261–264 conceptual understanding of, 63–66 Minorities, underrepresented in science, 11, A Nation at Risk, 15–16 20, 303 National Academy of Sciences, Convocation Misconceptions, 61, 82, 98–101 on Science and Mathematics, 15 Mississippi, 300 National Assessment of Educational Progress Model building, 27, 232 (NAEP)
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From page 382... ...
See Natural world building and critiquing models of, 131 Physics concrete experiences with, 260 children's early conceptual understanding observing, 258 of naïve, 56–63 understanding, 26, 41, 93–128 everyday, 62 using scientific explanations of, 244 "Piggybacking," 193 Negotiation, 263 Planned-for assessment, 281–283 Network of conceptual change concepts, Plate tectonics, 31 restructuring, 108–109 Plausibility New levels of descriptions, adding, 109–110 of argument, 187 New systems of ideas, strengthening, 116– beliefs about, 143–146 117 Poincare, Henri, 26 No Child Left Behind Act, 11, 17, 22, 354 "Points of contact," 193 Noncognitive factors, 30 Policy Nonmainstream children, 36, 201 debates over, 11 underrepresented in science, 11, 20, 303 future directions for, 331–355 Nonsense sounds, 64 recommendations for, 347–350 Notebooks, use of, 135 Political costs, curricular, 14 NRC. See National Research Council Practice of science NSES.
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From page 383... ...
See for next generation standards and also Strands of scientific proficiency curricula, both state and national, 5, of adults versus children, 134 348 baseline, 300 for policy and practice, 347–350 Programme for International Student for presenting science as a process, 5–6, Assessment, 316 348–349 Progress beyond current practice on professional development, 6–7, 349– in grades K-2, 231–233 350 in grades 3-5, 237–239 on standards, curricula, and assessment, in grades 6-8, 244–245 4–6, 348–349 Progress Portfolio tool, 278 for state and local leaders in science Progressions. See Learning progressions education, 6, 349 Project 2061, 216–217, 318 for sustained science-specific Project-based experiences, 263, 268 professional development for Project SEPIA.
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From page 384... ...
See also Strands of scientific addressing inequities, 4 proficiency defining science, 26–33 claims of, 31 development, learning, and instruction, cognitive, 63 41–45 defining, 26–33 for elementary and middle school explanatory models of, 39 science, 34–36 history of, 32 research on, 176 journaling thoughts about, 299 science education, 34–41 language of, 30–33 supporting, 296–330 recent developments in, 18–20
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From page 385... ...
See also "Process skills" organizing themes, 54–56 in modeling, 152–159 underpinnings of scientific reasoning, promoting, 149 74–78 teaching as needed, 55, 255 young children's understanding of Sleep-deprivation, 118 knowledge and of science, 78–81 Social interactions, 39, 130, 335 Science specialists, 22, 315–316 and cognitive factors, 29 Science teachers patterning in, 65 knowledge of science, 297–300 scaffolding, 274–276 knowledgeable, 297–306 science in, 265–266 number of science courses taken, 297–298 Social trust, building, 309 subject matter knowledge for teaching, Software tools, 172, 274 304–306 Solar system, 104 understanding learners and learning, Sources of knowledge, young children's 301–304 understanding of, 79–80 Science testing, nationwide, 18 Spanish-speaking students, 314–315 Science writing, 189 Spatial representations, 74 Scientific community, 13 Specialists, in science, 22, 315–316 classrooms as, 40 Specialized language of science, 266–267 Scientific evidence. See Evidence Species, misconceptions about, 100 Scientific explanations of the natural world, Standardized tests, state, 263 knowing, using, and interpreting, as Standards, 5 one strand of scientific proficiency, including content in, 219 37–39 recommendations for next generation, Scientific knowledge both state and national, 5, 348 operationalizing for teaching, 306 recommendations for policy and practice, young children's understanding of, 80– 348–349 81, 245 Standards-based reform, emergence of, 15–18 The "scientific method," 27, 215 Stanford Education Assessment Laboratory, Scientific proficiency.
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From page 386... ...
See also Scientific Success for All, 320 theories Supporting science instruction, 296–330 in the language of science, 30–31, 2 coherent instructional systems, 317–322 71 conclusions, 322–323 Thinkertools, 277–278 knowledgeable science teachers, 297–306 Thought experiments, 65, 102–103 teachers' opportunities to learn, 306–316 Thoughts about science, journaling, 299 Supporting the learning of science as Three-dimensional arrays, 236 practice, 268–285 Tracing, historical, 229 embedding instructional guidance in Trends across the K-8 years, 131–142 students' performance of scientific evaluating evidence, 137–142 tasks, 271–278 generating evidence, 131–136 formative assessment, 279–285 observing and recording, 136–137 sequencing units of study, 269–271 Trends in International Mathematics and supporting articulation and reflection, Science Study, 217, 263, 316 278–279 Systems for State Science Assessment, 22
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From page 387... ...
See Natural world conclusions, 118–120 WorldWatcher, 277 nature of conceptual change, 106–118 Written explanations, 274 Understanding student ideas, professional development programs in, 312 Understanding the nature of science and how it is constructed in the K-8 Y years, 175–179 one strand of scientific proficiency, 37, Young children's understanding of 39–40 knowledge and of science, 78–81 Units of study ideas, beliefs, and knowledge, 78–79 highly integrated, 257 scientific knowledge, 80–81 sequencing, 269–271 sources of knowledge, 79–80 University of Wisconsin, 312 Yup'ik people, 191 U.S. pedagogy, patterns in, 254–255 Z V Zoos, 98 Valid strategies, coexistence with invalid, 134, 141 Values clustered, 157 and the desire to "do science," 198–199 traditional, 265
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