Launching Learners in Science, PreK-5

Kerry C. Williams and George E. Veomett describe the principles of and requirements for the active learning of science and identify key ingredients for students and their development as young scientists. Educators will find examples, questions, and stories inviting them to construct meaning from the text. Based largely on the High/Scope preschool project as adapted for primary students, the book connects to research on cognitive and neural development and motivational theory from the work of Piaget and Vygotsky, and from the teaching experiences of the authors. Based on the perspective that the teaching of science is about three things: knowing content, knowing children, and teachers knowing themselves as teachers and learners, this handbook invites educators to think about what it means to teach science in a way that will make a lasting difference in children's lives.

Preface Acknowledgements About the Authors Part I. Welcome to 'Launching Learners in Science' 1. Origin of 'Launching Learners in Science' Knowing Science Knowing Children and How They Learn Knowing Structures That Facilitate Learning and Teaching Science Changing Emphases Outline of the NSES Science Content Standards I. Unifying Concepts and Processes IIA. Science as Inquiry IIIB. Physical Science Content Standards IIIC. Life Science Standards IVD. Earth and Space Science VE. Science and Technology VIF. Science in Personal and Social Perspective Conversation Starters 2. The Nature of Science What Is the Nature of Science? Science as a Body of Knowledge Sciences as Process Elements of the Scientific Process A Historical Example Science as Process in Elementary School Reviewing the Nature of Science in Elementary Education Conversation Starters 3. Prior Beliefs, Efficacy, and Teaching Science Influence of Experiences and Beliefs on Practice Efficacy Reflecting on the Walls of Teaching Science Getting Around the Walls Wall #1: I Do Not Know Enough Science Content Wall #2: Students Need to Know the "Right Answers" Wall #3: I Don't Have Time to Teach Science @all #4: Active Science Lessons Disrupt My Classroom Management Reflecting on Your Own Science Walls Conversations Starters Part II. Construction Ahead! Influences on Learning 4. Maturation and Learning Constructing Knowledge Piaget: The Interaction of Maturation and Experience Assimilation and Accommodation Equilibrium / Disequilibrium Stages of Cogitive Development Conversation Starters 5. Social Interaction and Learning Vygotsky and Social Interaction Language Culture The Teacher's Role: Personal Educator Optimum Learning: The Zone of Proximal Development Identifying Students' Zones of Proximal Development Scaffolding: Stretching Without Pulling The Right Amount of Interaction The Controlling Guide The Dispassionate Guide The Effective Guide Social Interaction With Peers Conversation Starters 6. Active Learning Active Learning: Hands-On, Minds-On The Emotional Side of Active Learning The Ingredients for Active Learning Materials Manipulation Choice Language Adult Support Conversation Starters Part III. Classroom Experiences 7. Key Science Experiences The Key Science Experiences A Wheel of Key Science Experiences Observing Representing Organizing Detecting Patterns and Questioning Experimenting Sharing Putting It All together The Key Science Experiences and Maturation Scaffolding for the Teacher Conversation Starters 8. Thinking Routines Getting "In To" the Learning in the Classroom Staying Active in the Learning Going Deeper Within the Learning Why Use Thinking Routines? Maturation and Thinking Routines Scaffolding Within Thinking Routines Scaffolding With Language Scaffolding With Tools Scaffolding With the Environment Gathering Your Balloons Conversation Starters 9. Planning Science Workshops What Is a Science Workshop? Whole-Group Instruction Thinking About Creating Workshops A Sample Workshop Unit Scaffolding Within Workshops Scaffolding Content Scaffolding for Student Needs: Differentiation Scaffolding the Key Science Experiences Tips for Getting Started With Workshops Why Workshops? Creating Your Own Workshops -- A Checklist Before a Unit Before a Workshop Conversation Starters Part IV. Science Is a Community Affair 10. Assessment Formative Assessment Features of Formative Assessment Formative Assessment and Motivation Task Orientation and Ego Involment Tools of Formative Assessment Helping Students Self-Assess Questioning as a Type of Formative Assessment Anecdotal Note Taking Student Journals Rubrics Portfolios Summative Assessments The Why of Assessing Conversation Starters 11. Access to Science in a Classroom Science Studios Access to Science Access to Materials Types of Materials Collecting and Organizing Materials Why Is Access to Materials Important? Supporting Students' Work With Materials Access to Science Spaces Physical Space Emotional Safety Adequate Time for Investigation Celebrations of Accomplishments Access to People Support From Teachers Collaboration With Peers Family Involvement Community Resources Access to the World Technology Field Trips The Great Outdoors The Best of Both Worlds: Laboratories and Studios for Children Conversation Starters 12. Connections to Curriculum Your Foundation: The Science Curriculum Study Your District Objectives Plan Units Around the Objectives The Next Layer: Integration Making the Curriculum Your Own Conversation Starters Part V. Resources Resource A: Safety Safety in the Classroom Safety and Active Learning Some "Absolute Musts" Resource B: Literature Children's Literature References Index

"Expertly describes how educators can plan a science curriculum that facilitates primary students' understandings, skills, and affective development of science, preparing them for careers requiring any level of scientific knowledge and giving them science literacy to make decisions that benefit society and the world." -- Robert D. Sweetland, Professor "Has a brilliantly effective, yet conversational style that engages the reader, offers content that is easy to grasp, and makes sense to all beginning and veteran teachers seeking to understand constructive pedagogy. Not a how to do book, rather a how to think book that provides solid information about thought processes and approaches to learning." -- Rae Johnson Brown, Learning Community Facilitator, Secondary Education