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From page 216... ... . Administrative activities strategic planning subcommittee, 51-53 support for inquiry-centered learning, 3~37, 124-127 support for professional development, 78-79 American Association for the Advancement of Science, 196 American Chemical Society, 197 American Geological Institute, 197 American Indian Science and Engineering Society, 197-198 American Institute of Physics, 198 American Meteorological Society, 198 American Physical Society, 198-199 Annenberg/CPB Math and Science Project, 199 Assessment in case studies, 140-141, 155, 174-175 coordination with curriculum planning, 51, 67 as curricular component, evaluation of, 68 district-level issues, 101-102, 117 documentation, 113-116 embedded, 103-108, 175 at end of module or unit, 109-110 implementation of new strategies, 101, 117 216 . Read the entire page →
From page 217... ... Index Collaborative problem-solving as benefit of inq~i~centered science, 16 as curricular component, evaluation of, 68-69 Colleges/universities model collaborations, 136, 164-165, 177-178 support for elementary reform effort, 41-42, 127-128 Community attitudes toward, in educational system, 122-123 collaboration for reform, case study of, 18~189 outreach, 126-132 stakeholders in reform effort, 39-42 strategic planning subcommittee, 51-54 support for inquiry-centered learning, 37, 126 Computer technology, 144, 188-189 Conceptual understanding, 26, 66 Consortia for materials support, 50, 97 model program, 136, 166 Constructivism, 26 Corporate support, 37, 128-130, 163 case studies, 155-156, 157, 158-162, 184-189 funding, 53 model programs, 135 nonfinancial, 50, 161-162, 187, 190 for professional development, 87 for reform effort, 41 routes to, 126, 128-130 Council for Elementary Science International, 201 Council of State Science Supervisors, 201 Critical thinking, 17 Cupertino Union School District, California, 135, 158-163 Curiosity, students' as goal of science education, 18 intellectual development and, 23-24 as part of inquiry-centered [earning, 23 Curriculum acquisition practices, 63-64 checklist review, 72, 73-74 collaborative learning in, evaluation of, 68-69 coordination with assessment system, 51, 67, 68 developmental appropriateness, 2729, 65-66 evaluation criteria, 64, 73-75 interdisciplinary design, evaluation of, 68 materials requirements, 70-72 modular approach, 33-34 pilot testing, 45, 46, 4748 presentation and format, 70-72 quality of writing, 70 safety issues, 71 science content, 69-70 science coordinator role, 40-41 selection process, case studies of, 140, 147-148, 159,165-166, 180-181 sequential progression of, 66 strategic planning, 33-34, 192 strategic planning subcommittee, 4546 support materials for teachers, 6970, 71 See also Pedagogical appropriateness of curriculum Curriculum matrix, 47 Deductive reasoning, 29 Department ofEducation, U.S., 211-212 Department of Interior, U.S., 213 Developmental context cognitive skills in primary grades, 28 curriculum design, 27-29 deductive reasoning skills, 29 evaluation of curriculum, 70-71 implications for education, 22, 27-29 theory-making ability, 2~25 Didactic instruction in inquirycentered teaching, 22-23 Discipline, 83 217 Read the entire page →
From page 218... ... , 101, 108, 109, 113, 214 Funding sources community collaboration, 185-186 strategic planning, 53 Geological Society of America, 203 Goals of science education, 17-19 Goals statement, 44 Green Bay, Wisconsin, 97, 136, 184-189 Hewlett-Packard Company, 129, 135, 158-159, 161-162 Higher order thinking, assessment of,17 Highline, Washington, 34-35 High~cope Educational Foundation, 203 Hinsdale, Illinois, School District, 55-56 Huntsville, Alabama, 86,97, 136,164-170 Improving Urban Elementary Science (Insights) , 215 Individual differences in learning, 16, 28, 71 Inquiry-centered science benefits of, 14-17, 30 classroom management issues, 83 development of process skills in, 17-19, 21-22 didactic instruction in, 22-23 evaluation of curricula for, 64-72 historical development, 34-35 learning activities in, 8 sample activity, 12-14 vs. Read the entire page →
From page 219... ... , 204 National Association for the Education of Young Children, 204 National Association of Biology Teachers, 204 National Association of Elementary School Principals, 204-205 National Center for Improving Science Education, 205 National Center for Research on Teacher Learning, 205 National Network for Science and Technology, 205-206 National PTA National Congress of Parents and Teachers, 206 National Research Council (NRC) , 206-207 National Science Education Leadership Association, 207 National Science Education Standards, 43,46, 117 National Science Education Standards, 15, 33, 69, 77, 84, 192 219 Read the entire page →
From page 220... ... . activities Problem-solving skills benefits of inquiry-centered science, 17-19, 21-22 collaborative, 16, 68-69 curriculum materials for development of, 65 220 Process skills, 17-19 curriculum materials for development of, 65 Professional development administrative support for, 78-81 allocating time for, 4849, 78-79, 86 assessment of current practice, 4749 case studies, 141-142, 145, 148-149, 152, 154-155, 160-161, 167-169, 178-179 competent stage of inquirycentered teaching, 83-84 corporate participation, 87 environment for, 76-77, 79-80, 88 by experiencing curriculum, 77-78 expert stage of inquiry-centered teaching, 84-85 funding for, 53 goals of, 76, 77, 85 good program qualities, 77-81 introductory program, 82-83 lead teacher model for, 85-86 levels of, 82, 88 scientist participation in, 86-87, 127-128, 172-173 stages of teacher involvement, 80, 88, 124 strategic planning, 34-36, 80-81 strategic planning subcommittee, 4749 teacher participation in design of, 82, 163 through collegial interaction, 79-80, 81 time of implementation, 81-82 Project 2061, 18-19, 196 Record-keeping, assessment data, 113 Safety issues curriculum design, 71 materials supply system, 95 San Francisco, California, 136, 177-182 School Science and Mathematics Association, 210 Read the entire page →
From page 221... ... See Science and Technology for Children Strategic planning administrative support, 36-37 administrative support subcommittee, 51-53 assessment subcommittee, 51 assessment system, 36 case studies, 55-56, 139-142, 147148, 152, 159, 165-166 commitment of stakeholders, 42 community support, 3~37 community support subcommittee, 51-53 comprehensive approach, 37, 38 curriculum development, 33-34, 192 curriculum subcommittee, 4546 financial planning, 51-53 flexibility in, 53, 169-170 goal statement, 44 leadership team for, 4243, 60, 124125 materials support subcommittee, 50 materials support system, 36, 91-96, 98 needs assessment, 43-44 pilot testing, 45, 46, 57-58 procedure, 45 for professional development, 3436, 78-82 professional development subcommittee, 47-49 role of, 39, 191 science materials support, 36 stakeholder participants, 3942 subcommittee activities, 45-53 time line, 45, 57-59 Student behavior, 83 Superintendents, 41 Teacher activities administrative support for, 36-37 evaluation of curricula for, 67-68 in inquiry-centered learning, 32-33 lead teacher model, 85-86 management of classroom behavior, 83 professional development, 34-36 scientist collaborations, 86-87, 127128, 142-143, 172-174, 176, 179180 in strategic planning, 40 training for reform, case studies of, 139-140, 141, 144 See also Professional development TERC, 211 Testing, traditional approaches to limitations of, 100-101 vs. inquiry-centered assessment, 16-17 Textbooks, 8-9 Theory construction cognitive development, 24-25, 30 learning cycle, 26-27 as part of learning process, 22 Triangle Coalition for Science and Technology Education, 211 Volunteers, 188 221 Read the entire page →

From page 216...

... . Administrative activities strategic planning subcommittee, 51-53 support for inquiry-centered learning, 3~37, 124-127 support for professional development, 78-79 American Association for the Advancement of Science, 196 American Chemical Society, 197 American Geological Institute, 197 American Indian Science and Engineering Society, 197-198 American Institute of Physics, 198 American Meteorological Society, 198 American Physical Society, 198-199 Annenberg/CPB Math and Science Project, 199 Assessment in case studies, 140-141, 155, 174-175 coordination with curriculum planning, 51, 67 as curricular component, evaluation of, 68 district-level issues, 101-102, 117 documentation, 113-116 embedded, 103-108, 175 at end of module or unit, 109-110 implementation of new strategies, 101, 117 216 .

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From page 217...

... Index Collaborative problem-solving as benefit of inq~i~centered science, 16 as curricular component, evaluation of, 68-69 Colleges/universities model collaborations, 136, 164-165, 177-178 support for elementary reform effort, 41-42, 127-128 Community attitudes toward, in educational system, 122-123 collaboration for reform, case study of, 18~189 outreach, 126-132 stakeholders in reform effort, 39-42 strategic planning subcommittee, 51-54 support for inquiry-centered learning, 37, 126 Computer technology, 144, 188-189 Conceptual understanding, 26, 66 Consortia for materials support, 50, 97 model program, 136, 166 Constructivism, 26 Corporate support, 37, 128-130, 163 case studies, 155-156, 157, 158-162, 184-189 funding, 53 model programs, 135 nonfinancial, 50, 161-162, 187, 190 for professional development, 87 for reform effort, 41 routes to, 126, 128-130 Council for Elementary Science International, 201 Council of State Science Supervisors, 201 Critical thinking, 17 Cupertino Union School District, California, 135, 158-163 Curiosity, students' as goal of science education, 18 intellectual development and, 23-24 as part of inquiry-centered [earning, 23 Curriculum acquisition practices, 63-64 checklist review, 72, 73-74 collaborative learning in, evaluation of, 68-69 coordination with assessment system, 51, 67, 68 developmental appropriateness, 2729, 65-66 evaluation criteria, 64, 73-75 interdisciplinary design, evaluation of, 68 materials requirements, 70-72 modular approach, 33-34 pilot testing, 45, 46, 4748 presentation and format, 70-72 quality of writing, 70 safety issues, 71 science content, 69-70 science coordinator role, 40-41 selection process, case studies of, 140, 147-148, 159,165-166, 180-181 sequential progression of, 66 strategic planning, 33-34, 192 strategic planning subcommittee, 4546 support materials for teachers, 6970, 71 See also Pedagogical appropriateness of curriculum Curriculum matrix, 47 Deductive reasoning, 29 Department ofEducation, U.S., 211-212 Department of Interior, U.S., 213 Developmental context cognitive skills in primary grades, 28 curriculum design, 27-29 deductive reasoning skills, 29 evaluation of curriculum, 70-71 implications for education, 22, 27-29 theory-making ability, 2~25 Didactic instruction in inquirycentered teaching, 22-23 Discipline, 83 217

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From page 218...

... , 101, 108, 109, 113, 214 Funding sources community collaboration, 185-186 strategic planning, 53 Geological Society of America, 203 Goals of science education, 17-19 Goals statement, 44 Green Bay, Wisconsin, 97, 136, 184-189 Hewlett-Packard Company, 129, 135, 158-159, 161-162 Higher order thinking, assessment of,17 Highline, Washington, 34-35 High~cope Educational Foundation, 203 Hinsdale, Illinois, School District, 55-56 Huntsville, Alabama, 86,97, 136,164-170 Improving Urban Elementary Science (Insights) , 215 Individual differences in learning, 16, 28, 71 Inquiry-centered science benefits of, 14-17, 30 classroom management issues, 83 development of process skills in, 17-19, 21-22 didactic instruction in, 22-23 evaluation of curricula for, 64-72 historical development, 34-35 learning activities in, 8 sample activity, 12-14 vs.

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From page 219...

... , 204 National Association for the Education of Young Children, 204 National Association of Biology Teachers, 204 National Association of Elementary School Principals, 204-205 National Center for Improving Science Education, 205 National Center for Research on Teacher Learning, 205 National Network for Science and Technology, 205-206 National PTA National Congress of Parents and Teachers, 206 National Research Council (NRC) , 206-207 National Science Education Leadership Association, 207 National Science Education Standards, 43,46, 117 National Science Education Standards, 15, 33, 69, 77, 84, 192 219

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From page 220...

... . activities Problem-solving skills benefits of inquiry-centered science, 17-19, 21-22 collaborative, 16, 68-69 curriculum materials for development of, 65 220 Process skills, 17-19 curriculum materials for development of, 65 Professional development administrative support for, 78-81 allocating time for, 4849, 78-79, 86 assessment of current practice, 4749 case studies, 141-142, 145, 148-149, 152, 154-155, 160-161, 167-169, 178-179 competent stage of inquirycentered teaching, 83-84 corporate participation, 87 environment for, 76-77, 79-80, 88 by experiencing curriculum, 77-78 expert stage of inquiry-centered teaching, 84-85 funding for, 53 goals of, 76, 77, 85 good program qualities, 77-81 introductory program, 82-83 lead teacher model for, 85-86 levels of, 82, 88 scientist participation in, 86-87, 127-128, 172-173 stages of teacher involvement, 80, 88, 124 strategic planning, 34-36, 80-81 strategic planning subcommittee, 4749 teacher participation in design of, 82, 163 through collegial interaction, 79-80, 81 time of implementation, 81-82 Project 2061, 18-19, 196 Record-keeping, assessment data, 113 Safety issues curriculum design, 71 materials supply system, 95 San Francisco, California, 136, 177-182 School Science and Mathematics Association, 210

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From page 221...

... See Science and Technology for Children Strategic planning administrative support, 36-37 administrative support subcommittee, 51-53 assessment subcommittee, 51 assessment system, 36 case studies, 55-56, 139-142, 147148, 152, 159, 165-166 commitment of stakeholders, 42 community support, 3~37 community support subcommittee, 51-53 comprehensive approach, 37, 38 curriculum development, 33-34, 192 curriculum subcommittee, 4546 financial planning, 51-53 flexibility in, 53, 169-170 goal statement, 44 leadership team for, 4243, 60, 124125 materials support subcommittee, 50 materials support system, 36, 91-96, 98 needs assessment, 43-44 pilot testing, 45, 46, 57-58 procedure, 45 for professional development, 3436, 78-82 professional development subcommittee, 47-49 role of, 39, 191 science materials support, 36 stakeholder participants, 3942 subcommittee activities, 45-53 time line, 45, 57-59 Student behavior, 83 Superintendents, 41 Teacher activities administrative support for, 36-37 evaluation of curricula for, 67-68 in inquiry-centered learning, 32-33 lead teacher model, 85-86 management of classroom behavior, 83 professional development, 34-36 scientist collaborations, 86-87, 127128, 142-143, 172-174, 176, 179180 in strategic planning, 40 training for reform, case studies of, 139-140, 141, 144 See also Professional development TERC, 211 Testing, traditional approaches to limitations of, 100-101 vs. inquiry-centered assessment, 16-17 Textbooks, 8-9 Theory construction cognitive development, 24-25, 30 learning cycle, 26-27 as part of learning process, 22 Triangle Coalition for Science and Technology Education, 211 Volunteers, 188 221

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Index Pages 216-221

Index
Pages 216-221