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From page 187... ... , 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) Read the entire page →
From page 188... ... 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. Read the entire page →
From page 189... ... 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. Read the entire page →
From page 190... ... 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! Read the entire page →
From page 191... ... , 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) Read the entire page →
From page 192... ... 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. Read the entire page →
From page 193... ... 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. Read the entire page →
From page 194... ... 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! Read the entire page →

From page 187...

... , 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)

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From page 188...

... 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.

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From page 189...

... 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.

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From page 190...

... 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!

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From page 191...

... , 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)

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From page 192...

... 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.

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From page 193...

... 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.

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From page 194...

... 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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Index Pages 187-194

Index
Pages 187-194