Science for All Children -- Copyright -- Contents -- Foreword -- Preface -- Acknowledgments -- Introduction -- ORGANIZATION OF SCIENCE FOR ALL CHILDREN -- HOW TO USE SCIENCE FOR ALL CHILDREN -- Part 1 Building a Foundation for Change -- 1 The Value of Science Education -- THE LIMITATIONS OF TRADITIONAL CLASSROOMS -- A GLIMPSE AT AN INQUIRY-CENTERED CLASSROOM -- THE BENEFITS OF INQUIRY-CENTERED SCIENCE -- PROCESS SKILLS AND ASSESSMENT -- For Further Reading -- 2 How Children Learn -- THE ROLE OF INQUIRY-CENTERED EXPERIENCES IN ELEMENTARY SCIENCE -- THE IMPLICATIONS OF COGNITIVE RESEARCH -- ENSURING THAT THE CURRICULUM IS DEVELOPMENTALLY APPROPRIATE -- For Further Reading -- 3 Sharing the Vision of Exemplary Elementary Science -- THE ELEMENTS IN THE STRATEGIC PLANNING MODEL -- Inquiry-Centered Science Curriculum -- Professional Development -- Science Materials Support -- Assessment -- Administrative and Community Support -- For Further Reading -- 4 Planning for the New Elementary Science Program -- GETTING STARTED: IDENTIFYING THE STAKEHOLDERS -- UNDERSTANDING THE RISKS OF CHANGE -- ORGANIZING THE LEADERSHIP TEAM -- A THREE-STEP STRATEGIC PLANNING PROCESS -- PLANNING STEP BY STEP -- Curriculum Subcommittee -- Professional Development Subcommittee -- Materials Support Subcommittee -- Assessment Subcommittee -- Administrative and Community Support Subcommittee -- THE IMPORTANCE OF FLEXIBILITY -- For Further Reading -- Part 2 The Nuts and Bolts of Change -- 5 Criteria for Selecting Inquiry-Centered Science Curriculum Materials -- CRITERIA FOR JUDGING PEDAGOGICAL APPROPRIATENESS -- Addressing the Goals of Elementary Science Teaching and Learning -- Focusing on Inquiry and Activity as the Basis of Learning Experiences -- Using an Effective Instructional Approach -- CRITERIA FOR JUDGING SCIENCE CONTENT -- CRITERIA FOR JUDGING PRESENTATION AND FORMAT.

USING THE CRITERIA -- For Further Reading -- 6 Professional Development for Inquiry-Centered Science -- CHARACTERISTICS OF AN EFFECTIVE PROFESSIONAL DEVELOPMENT PROGRAM -- INITIATING PROFESSIONAL DEVELOPMENT AT THE RIGHT TIME IN THE RIGHT WAY -- LEVELS OF PROFESSIONAL DEVELOPMENT -- Phase 1: The Introductory Program -- Phase II: The Competent Stage -- Phase III: The Expert Stage -- STRATEGIES FOR CHANGE -- Lead Teachers -- Partnerships Between School Districts and Research Scientists -- Partnerships with Business and Industry -- For Further Reading -- 7 Establishing a Science Materials Support Center -- PLANNING A SCIENCE MATERIALS SUPPORT CENTER -- Space -- Management -- Staffing -- Inventory -- Packaging -- Scheduling -- Delivery -- Service -- Need for Special Handling Procedures -- Safety -- COST-SAVING MEASURES -- Multiple Uses of Kits -- Refurbishing Costs -- OTHER TYPES OF MATERIALS CENTERS -- Consortium-Based System -- Site-Based System -- Classroom-Based System -- WHERE TO GO FOR INFORMATION -- For Further Reading -- 8 Assessment Strategies for Inquiry-Centered Science -- ASSESSING STUDENT LEARNING -- Matched Pre- and Post-Module Assessments -- Embedded Assessments -- Prediction Activities -- Final Assessments -- Informal Assessments -- Documentation and Record Keeping -- ASSESSING THE SCIENCE PROGRAM -- For Further Reading -- 9 Building Support for the Science Program -- BUILDING SUPPORT WITHIN THE SCHOOL SYSTEM -- Reaching Teachers -- Reaching Administrators and School Board Officials -- BUILDING SUPPORT WITHIN THE WIDER COMMUNITY -- Reaching Parents -- Partnerships with Colleges and Universities -- Partnerships with Corporations -- Partnerships with Museums -- Informal Community Relationships -- For Further Reading -- Part 3 Inquiry-Centered Science in Practice -- Introduction -- Programs Initiated by School Districts.

Programs Involving Corporate Partnerships -- Programs Initiated Through Partnerships with University Scientists -- Programs Initiated by Consortia Serving Several School Districts -- Montgomery County, Maryland -- A LARGE SUBURBAN SCHOOL DISTRICT WORKS TO BUILD A CADRE OF EFFECTIVE ELEMENTARY SCIENCE TEACHERS -- THE FOUNDATION FOR REFORM -- IMPLEMENTING AN AMBITIOUS PROFESSIONAL DEVELOPMENT PLAN -- BRINGING SCIENTISTS ON BOARD -- ESTABLISHING A SCIENCE MATERIALS SUPPORT CENTER -- PLANS FOR THE FUTURE -- Spokane, Washington -- A CITY SCHOOL DISTRICT STRUGGLES TO PUT THE PIECES TOGETHER -- PLANNING THE SCIENCE PROGRAM -- PROFESSIONAL DEVELOPMENT ACTIVITIES -- SCIENCE MATERIALS SUPPORT-THE CRITICAL ELEMENT -- PROBLEM SOLVING IS THE KEY -- MOVING FORWARD -- East Baton Rouge Parish, Louisiana -- CORPORATE PARTNERSHIP AND AN EMPHASIS ON STRONG PROFESSIONAL DEVELOPMENT SPEARHEAD REFORM EFFORTS -- GOOD TEACHERS: BORN OR MADE? -- "OUR WHOLE THINKING HAS CHANGED" -- COOPERATION WITH THE DOW CHEMICAL COMPANY -- A BALANCING ACT -- Cupertino, California -- A SMALL SCHOOL DISTRICT BUILDS A STRONG CORPORATE PARTNERSHIP -- TAKING STEPS TOWARD SCIENCE EDUCATION REFORM -- STAFF DEVELOPMENT: "THE POWER HAS TO COME FROM WITHIN" -- THE HEWLETT-PACKARD PARTNERSHIP: "MORE THAN MONEY ALONE" -- A BROADENING CIRCLE OF SUPPORT -- Huntsville, Alabama -- A UNIVERSITY-SCHOOL DISTRICT PARTNERSHIP CREATES A MULTIDISTRICT PROGRAM STEP BY STEP -- A VISION FOR SCIENCE EDUCATION REFORM -- ESTABLISHING THE MATERIALS CENTER -- CREATING A CADRE OF LEADER MASTER TEACHERS -- THE STRUGGLE TO BECOME LEADERS -- FUTURE PLANS FOR HASP -- Pasadena, California -- PASADENA DEVELOPS A MODEL FOR TEACHER-SCIENTIST PARTNERSHIPS -- SCIENTISTS: THE HEART OF IT ALL -- IT "JUST CLICKED" -- FOCUSING ON ASSESSMENT -- San Francisco, California -- A UNIVERSITY WORKS COLLABORATIVELY WITH A CITY SCHOOL DISTRICT.

A PUSH FOR PROFESSIONAL DEVELOPMENT -- THE ROLE OF SCIENTISTS -- CURRICULUM ADOPTION AND ITS RAMIFICATIONS -- MATERIALS SUPPORT -- FUTURE PLANS -- Green Bay, Wisconsin -- THE EINSTEIN PROJECT BUILDS A SCIENCE PROGRAM THROUGH COMMUNITY PARTNERSHIPS -- SOLIDIFYING THE PARTNERSHIP -- "DOOR KNOCKING" PRODUCES RESULTS -- VOLUNTEERS ARE KEY -- LOOKING TO THE FUTURE -- Notes -- Appendix A Professional Associations and U.S. Government Organizations -- Appendix B Exemplary Elementary Science Curriculum Materials -- Index -- Credits -- National Science Resources Center Advisory Board.