How does the idea of building on core concepts over longer periods of time differ from the science practice you currently use in your classroom or school? What do you see as the benefits and challenges to teaching this way?
In the Mystery Box case study, what are some of the ways that Ms. Winter helped prepare her students for science learning in later grades?
As a teacher, what ideas would you have for adapting a single science unit to fulfill both short-term and long-term goals in a learning progression?
What common threads do you see across the three case studies described in this chapter?
Tape record a science lesson and listen for the nature and quality of talk that occurs. Is there evidence of an I-R-E recitation pattern? What is the balance of talk between teacher and students? Do some students talk more than others? Is there evidence of talk moves described in this chapter? How is student reasoning made public and visible?
What are the unique features of position-driven discussion? How does this differ from typical forms of classroom discussion? What are the benefits of position-driven discussion for science learning?
What are some of the ways that you make your students’ ideas public in your classroom or school?
Why is it so important to distinguish between scientific argumentation and everyday argumentation? What do you think the main differences are between the two?
What methods does Ms. Carter use to encourage talk and argument and support scientific thinking? How does she include all of her students in the conversation? Are her methods successful?
Choose two units of study in a specific grade level in your school. Examine the teacher materials and student texts for evidence that modeling and representation are taught. Are children asked to develop models and representations (conceptual, mathematical, graphical, etc.) of scientific phenomena? What