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5. Criteria for Selecting Inquiry-Centered Science Curriculum Materials
Pages 63-75

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From page 63...
... The science materials adoption committee, charged with the task of reviewing elementary science curriculum materials, invites publishers to submit their materials for consideration. Some publishers respond by supplying sets of attractively iTIustratecI, full-color elementary textbooks, sometimes with optional videotapes, vicleo~lisks, or computer software.
From page 64...
... The purpose of this chapter is to present three sets of welltested criteria that materials adoption committees can use as they review elementary science curriculum materials. The first set concerns pedagogical appropriateness.
From page 65...
... In gracles 3 through 5, children can begin to deal with more complex phenomena, such as electricity, and learn to seek evidence and recognize patterns and cycles. BY the time children reach grade 6~ they are ready to begin J J tJ ' J designing their own controlled experiments.
From page 66...
... program, children study Electra c Circuits in fourth grade en cl Magnets and Motors in sixth grade. The fourth-grade module focuses on the basic principles of electricity, while the sixth-gra~le module shows how electricity and magnetism work together in a motor.
From page 67...
... Examples of these processes include observing and recognizing noticeable changes in objects or phenomena, grouping objects by their properties, making scale drawings, making predictions, and drawing conclusions from ciata.
From page 68...
... Science should be integrated with other areas of the curriculum. During the kindergarten and first-grade Insights module Living Things, for example, chilclren observe plants and animals both outdoors en cl in a classroom plant terrarium and then write stories about their experiences, read books about terraria, and draw pictures of the trees they observe.
From page 69...
... Eviclence of scientific inquiry includes "opportunities for students to ask questions, plan anti conduct investigations, use appropriate tools en cl techniques to gather data, think critically and logically to clevelop explanations based on what they have observecl, construct en cl analyze alternative explanations, and communicate scientific arguments." 3. Is the content of the science program consistent with the National Science Education Standards?
From page 70...
... Opportunities for students to relate science to the real world enhance their understancling of social issues. For example, as scientists raise concerns about global warming and other environmental issues, it is important for students to be knowledgeable about the underlying scientific concepts.
From page 71...
... Teachers cannot teach hands-on science curriculum units without adequate materials. Therefore, iris essential that the necessary materials be easily obtained and that the modules include information about ordering replacement materials.
From page 72...
... Clear and precise instructions for using scientific equipment will ensure successful lessons, especially for teachers new to hands-on science teaching. The instructions also shouIcl include necessary safety precautions.
From page 73...
... 5. Do the materials build conceptual understanding over several lessons through a logical sequence of related activities?
From page 74...
... 3. Is the content of the science program consistent with the National Science Education Standards?
From page 75...
... 1996. National Science Education Standards.


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