Launching Learners in Science, Prek-5 : How to Design Standards-Based Experiences and Engage Students in Classroom Conversations

by Kerry C. Williams

• ISBN13: 9781412937030
• ISBN10: 1412937035
• Format: Paperback
• Copyright: 2006-12-07
• Publisher: Corwin Pr

Summary

This valuable handbook is packed with examples, questions, stories, and thought-provoking ideas linked to NSES to help teachers give students a strong start in science achievement.

Table of Contents

Preface	p. ix
Acknowledgments	p. x
About the Authors	p. xi
Welcome to Launching Learners in Science	p. 1
The Origin of Launching Learners in Science	p. 3
Knowing Science	p. 6
Knowing Children and How They Learn	p. 7
Knowing Structures That Facilitate Learning and Teaching Science	p. 9
Changing Emphases	p. 9
Outline of the NSES Science Content Standards	p. 12
Unifying Concepts and Processes	p. 12
Science as Inquiry	p. 13
Physical Science Content Standards	p. 13
Life Science Standards	p. 14
Earth and Space Science	p. 14
Science and Technology	p. 15
Science in Personal and Social Perspective	p. 15
History and Nature of Science	p. 16
Conversation Starters	p. 16
The Nature of Science	p. 17
What Is the Nature of Science?	p. 19
Science as a Body of Knowledge	p. 20
Science as Process	p. 22
Elements of the Scientific Process	p. 22
A Historical Example	p. 26
Science as Process in Elementary School	p. 27
Reviewing the Nature of Science in Elementary Education	p. 29
Conversation Starters	p. 30
Prior Beliefs, Efficacy, and Teaching Science	p. 31
Influence of Experiences and Beliefs on Practice	p. 32
Efficacy	p. 32
Reflecting on the Walls of Teaching Science	p. 34
Getting Around the Walls	p. 35
I Do Not Know Enough Science Content	p. 35
Students Need to Know the "Right Answers"	p. 39
I Don't Have Time to Teach Science	p. 42
Active Science Lessons Disrupt My Classroom Management	p. 45
Reflecting on Your Own Science Walls	p. 48
Conversation Starters	p. 49
Construction Ahead! Influences on Learning	p. 51
Maturation and Learning	p. 53
Constructing Knowledge	p. 53
Piaget: The Interaction of Maturation and Experience	p. 55
Assimilation and Accommodation	p. 56
Equilibrium/Disequilibrium	p. 56
Stages of Cognitive Development	p. 57
Conversation Starters	p. 60
Social Interaction and Learning	p. 61
Vygotsky and Social Interaction	p. 62
Language	p. 63
Culture	p. 63
The Teacher's Role: Personal Educator	p. 65
Optimum Learning: The Zone of Proximal Development	p. 65
Identifying Students' Zones of Proximal Development	p. 67
Scaffolding: Stretching Without Pulling	p. 69
The Right Amount of Interaction	p. 71
The Controlling Guide	p. 71
The Dispassionate Guide	p. 71
The Effective Guide	p. 72
Social Interaction With Peers	p. 73
Conversation Starters	p. 74
Active Learning	p. 75
Active Learning: Hands-On, Minds-On	p. 75
The Emotional Side of Active Learning	p. 77
The Ingredients for Active Learning	p. 79
Materials	p. 79
Manipulation	p. 80
Choice	p. 82
Language	p. 83
Adult Support	p. 86
Conversation Starters	p. 88
Classroom Experiences	p. 89
Key Science Experiences	p. 91
The Key Science Experiences	p. 91
A Wheel of Key Science Experiences	p. 92
Observing	p. 92
Representing	p. 95
Organizing	p. 97
Detecting Patterns and Questioning	p. 98
Experimenting	p. 100
Sharing	p. 101
Putting It All Together	p. 102
The Key Science Experiences and Maturation	p. 103
Scaffolding for the Teacher	p. 103
Conversation Starters	p. 109
Thinking Routines	p. 111
Getting "In To" the Learning in the Classroom	p. 113
Staying Active in the Learning	p. 114
Going Deeper Within the Learning	p. 115
Why Use Thinking Routines?	p. 116
Maturation and Thinking Routines	p. 118
Scaffolding Within Thinking Routines	p. 118
Scaffolding With Language	p. 120
Scaffolding With Tools	p. 120
Scaffolding With the Environment	p. 121
Gathering Your Balloons	p. 124
Conversation Starters	p. 126
Planning Science Workshops	p. 127
What Is a Science Workshop?	p. 128
Whole-Group Instruction	p. 129
Thinking About Creating Workshops	p. 130
A Sample Workshop Unit	p. 131
Rocks	p. 131
Scaffolding Within Workshops	p. 136
Scaffolding Content	p. 137
Scaffolding for Student Needs: Differentiation	p. 137
Scaffolding the Key Science Experiences	p. 138
Tips for Getting Started With Workshops	p. 140
Why Workshops?	p. 143
Creating Your Own Workshops-A Checklist	p. 144
Before a Unit	p. 145
Before a Workshop	p. 145
Conversation Starters	p. 146
Science Is a Community Affair	p. 147
Assessment	p. 149
Formative Assessment	p. 151
Features of Formative Assessment	p. 151
Formative Assessment and Motivation	p. 152
Task Orientation and Ego Involvement	p. 152
Tools of Formative Assessment	p. 154
Helping Students Self-Assess	p. 154
Questioning as a Type of Formative Assessment	p. 154
Anecdotal Note Taking	p. 159
Student Journals	p. 159
Rubrics	p. 162
Portfolios	p. 162
Summative Assessments	p. 164
The Why of Assessing	p. 166
Conversation Starters	p. 166
Access to Science in a Classroom	p. 167
Science Studios	p. 168
Access to Science	p. 169
Access to Materials	p. 169
Types of Materials	p. 169
Collecting and Organizing Materials	p. 171
Why Is Access to Materials Important?	p. 172
Supporting Students' Work With Materials	p. 173
Access to Science Spaces	p. 174
Physical Space	p. 174
Emotional Safety	p. 176
Adequate Time for Investigation	p. 178
Celebrations of Accomplishments	p. 178
Access to People	p. 178
Support From Teachers	p. 179
Collaboration With Peers	p. 179
Family Involvement	p. 181
Community Resources	p. 182
Access to the World	p. 182
Technology	p. 183
Field Trips	p. 184
The Great Outdoors	p. 185
The Best of Both Worlds: Laboratories and Studios for Children	p. 186
Conversation Starters	p. 186
Connections to Curriculum	p. 187
Your Foundation: The Science Curriculum	p. 188
Study Your District Objectives	p. 189
Plan Units Around the Objectives	p. 190
The Next Layer: Integration	p. 192
Making the Curriculum Your Own	p. 198
Conversation Starters	p. 200
Resources	p. 201
Safety	p. 203
Safety in the Classroom	p. 203
Safety and Active Learning	p. 203
Some "Absolute Musts"	p. 206
Literature	p. 207
Children's Literature	p. 207
References	p. 213
Index	p. 219
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