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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. professional development standards for teachers, 59-61 of properties of objects and materials, 123, 126-127, 149-154, 178-179 of risk-benefit analysis, 167, 169 of scientific description, 145, 148, 176 of scientific explanation, 117, 122-123, 145, 148, 174, 175-176, 201 scientific inquiry and, 144-145 sources of, 31 of substance abuse, 140 of systems analysis, 116-117 teacher's, 28 of technological design, 135-138, 161-166, 192-193 unifying concepts and processes in, 104-105, 115-119 use of evidence, 117, 145, 174, 201 use of scientific models, 116, 117, 159, 175 See also Scientific inquiry Scientific literacy cultural and traditional elements of, 21 defined, 22 developmental approach, 18 goals of standards, 13 See also Scientific inquiry; Scientific knowledge and understanding Self-directed learning, 88 Sexual behavior and reproduction, 156, 158, 168, 197-198 Social issues, 138-141 Solar system, 215-217 State government changes in emphases in system standards, 239 in educational system, 227-228, 229 national standards and, 12 resource allocation, 232 system standards, 230-231 in teacher certification, 229, 230 Students classroom organization of, 31-32 classroom participation, 36-37 as community of science learners, 45-46 determinants of learning, 28, 29 development of goals for, 30 encouraging classroom collaboration and discourse, 36, 50 grouping of, 222 in implementation of standards, 244 involvement in design of learning environment, 45, 46-50 program considerations, 212-213 responsibility for learning, 27, 36 social and cultural considerations in teaching strategies, 32, 37 student-teacher relationship, 29 teacher's respect for, 46 Substance abuse, 140, 168, 197 Systems analysis, 116-117 applied to educational systems, 227-228 earth and space science, 158-161, 187-190 interdependence of organisms, 186 living systems, 156-158, 186-187 System standards, 8 changes in emphases in, 239-240 congruence among standards, 230-231 continuity in policy-making, 231-232 coordination of policies, 231 equity considerations, 232-233 examples of implementation, 34-35, 39, 64-66, 124-125, 150-153, 162-164, 234-237 ongoing evaluation of policy, 233 resource considerations in policy-making, 232 responsibility for reform, 8, 233-238 role of, 227 Standard A, 230-231 Standard B, 231 Standard C, 231-232 Standard D, 232 Standard E, 232-233 Standard F, 233 Standard G, 233-238 T Teacher collaboration for assessment, 67 in college/university preparation of science teachers, 61 for design of professional development programs, 71 for development of pedagogical content knowledge, 63-68 development of scoring rubrics for assessment, 93 mathematics-science, 214-218 new forms of, 67 with outside institutions, 223 for professional development, 57-58 for research on practice, 223 school environment for, 222-223 for science program planning, 32, 51 with scientists, 233-238 for self-assessment, 69 Teaching practice as active learning process, 2, 20, 28 assessment practice consistent with, 211 classroom organization of students, 31-32 consistent with curriculum framework, 211 culture and traditions of science, 21 determinants of student learning, 28, 29 equitable access to opportunities for students, 221-222 flexibility, 213 grouping of students, 222
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