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OCR for page 216
Index
Active learning, 14-15
. . . . .
Administrative activities
strategic planning subcommittee,
51-53
support for inquiry-centered
learning, 3~37, 124-127
support for professional
development, 78-79
American Association for the
Advancement of Science, 196
American Chemical Society, 197
American Geological Institute, 197
American Indian Science and
Engineering Society, 197-198
American Institute of Physics, 198
American Meteorological Society, 198
American Physical Society, 198-199
Annenberg/CPB Math and Science
Project, 199
Assessment
in case studies, 140-141, 155, 174-175
coordination with curriculum
planning, 51, 67
as curricular component,
evaluation of, 68
district-level issues, 101-102, 117
documentation, 113-116
embedded, 103-108, 175
at end of module or unit, 109-110
implementation of new strategies,
101, 117
216
. . ~
informal, 110
of inquiry-centered science, 1~18
pre- and post-module, 102-103
prediction activities for, 108
rubrics for assessing the science
program, 118-120
sample programs, 101
science notebooks for, 110
of science program performance, 117
in strategic planning model, 36
strategic planning subcommittee
activities, 51-52
Association for Supervision and
Curriculum Development
(ASCD), 199
Association of Science Materials
Centers, 98, 200
Association of Science-Technology
Centers (ASTC), 200
Bayer Foundation, 129-130
Biological Sciences Curriculum Study,
200
Bristol-Myers Squibb, 129
Budget development and maintenance.
See Financial planning
Buffalo, New York, 87, 129, 131
Case studies, 135-190. See also specific
case studies
Children's love of learning, 7-8, 24
OCR for page 217
Index
Collaborative problem-solving
as benefit of inq~i~centered science, 16
as curricular component,
evaluation of, 68-69
Colleges/universities
model collaborations, 136, 164-165,
177-178
support for elementary reform
effort, 41-42, 127-128
Community
attitudes toward, in educational
system, 122-123
collaboration for reform, case study
of, 18~189
outreach, 126-132
stakeholders in reform effort, 39-42
strategic planning subcommittee,
51-54
support for inquiry-centered
learning, 37, 126
Computer technology, 144, 188-189
Conceptual understanding, 26, 66
Consortia
for materials support, 50, 97
model program, 136, 166
Constructivism, 26
Corporate support, 37, 128-130, 163
case studies, 155-156, 157, 158-162,
184-189
funding, 53
model programs, 135
nonfinancial, 50, 161-162, 187, 190
for professional development, 87
for reform effort, 41
routes to, 126, 128-130
Council for Elementary Science
International, 201
Council of State Science Supervisors, 201
Critical thinking, 17
Cupertino Union School District,
California, 135, 158-163
Curiosity, students'
as goal of science education, 18
intellectual development and, 23-24
as part of inquiry-centered [earning, 23
Curriculum
acquisition practices, 63-64
checklist review, 72, 73-74
collaborative learning in,
evaluation of, 68-69
coordination with assessment
system, 51, 67, 68
developmental appropriateness, 27-
29, 65-66
evaluation criteria, 64, 73-75
interdisciplinary design, evaluation
of, 68
materials requirements, 70-72
modular approach, 33-34
pilot testing, 45, 46, 4748
presentation and format, 70-72
quality of writing, 70
safety issues, 71
science content, 69-70
science coordinator role, 40-41
selection process, case studies of, 140,
147-148, 159,165-166, 180-181
sequential progression of, 66
strategic planning, 33-34, 192
strategic planning subcommittee,
4546
support materials for teachers, 69-
70, 71
See also Pedagogical
appropriateness of curriculum
Curriculum matrix, 47
Deductive reasoning, 29
Department ofEducation, U.S., 211-212
Department of Interior, U.S., 213
Developmental context
cognitive skills in primary grades, 28
curriculum design, 27-29
deductive reasoning skills, 29
evaluation of curriculum, 70-71
implications for education, 22, 27-29
theory-making ability, 2~25
Didactic instruction in inquiry-
centered teaching, 22-23
Discipline, 83
217
OCR for page 218
Index
Discovery learning, 22
District-level activities
assessmentissues, 101-102, 117,118-120
for building community support, 37
materials supply management, 90-96
model programs initiated by, 135
professional development, 34-36,
78-81
strategic planning, 39, 40-41, 45-53
support for inquiry-centered
learning, 123-126, 182, 183
Dow Chemical Company, 129, 155-156
DuPont, 129
East Baton Rouge Parish, Louisiana,
85, 135, 153-157
Economically disadvantaged students, 18
Education Development Center, 201
Educational Equity Concepts, 201-202
Eisenhower National Clearinghouse
for Mathematics and Science
Education, 202
Electricity, classroom activity on, 12-14
Engagement in science activity, 14-15
ERIC Clearinghouse for Science,
Mathematics, and Environmental
Education, 202
Experience
learning based on, 10-11
physical contact with natural world,
10-11
use of, in educational approaches,
22-23
Exploratorium, 130-131, 178
Financial planning
community collaboration for
reform, 185-186, 189, 190
kit rentals, 186
managing multiple funding
sources, 156-157
materials support, 95-96, 187-188
in strategic planning process, 51,
53, 54
FOSS. See Full Option Science System
218
Franklin Institute, 87
Full Option Science System (FOSS),
101, 108, 109, 113, 214
Funding sources
community collaboration, 185-186
strategic planning, 53
Geological Society of America, 203
Goals of science education, 17-19
Goals statement, 44
Green Bay, Wisconsin, 97, 136, 184-189
Hewlett-Packard Company, 129, 135,
158-159, 161-162
Higher order thinking, assessment of,17
Highline, Washington, 34-35
High~cope Educational Foundation, 203
Hinsdale, Illinois, School District, 55-56
Huntsville, Alabama, 86,97, 136,164-170
Improving Urban Elementary Science
(Insights), 215
Individual differences in learning, 16,
28, 71
Inquiry-centered science
benefits of, 14-17, 30
classroom management issues, 83
development of process skills in,
17-19, 21-22
didactic instruction in, 22-23
evaluation of curricula for, 64-72
historical development, 34-35
learning activities in, 8
sample activity, 12-14
vs. passive learning, 8-10
In-service education. See Professional
development
Insights (assessment system), 101,
103, 106-107, 109, 113, 116
Institute for Chemical Education, 203
Interdisciplinary learning
as benefit of inquiry-centered
science, 16
as curricular component, evaluation
of, 68
OCR for page 219
::i
Index
Lawrence Hall of Science, 203-204
Leadership
n obtaining support for inquiry-
centered science, 124-126
of reform effort, 42-43, 60, 191
training, 136
Lead teachers, 85-86, 139-140, 141-
142, 148-149, 155, 157
leader master teachers, 167-169,
177-179
Learning cycle, 26-27, 30
classroom implementation, 26-27
consideration of, in curriculum
evaluation, 67
process, 26
Learning styles
consideration of, in curriculum
design, 71
flexibility of inquiry-centered
science, 16
Lessons, 33-34
Louisiana Energy and Environmental
Resources and Information
Center (LEERIC), 156
Materials support system, 36
advantages of district centralization,
90-91
alternatives to district centralization,
9~98
case studies, 143-144, 145, 149-151,
152, 166, 181-182, 187-188
classroom-based, 97-98
competitive bidding, 143
consideration of, in curriculum
design, 71
consortium-based, 50, 97
delivery operations, 94
donated materials, 187
inventory, 93
management, 93
multiple use of kits, 95
packaging operations, 94
physical space, 92-93
professional association, 98
refurbishing of kits, 95-96
role of, 89-91
safe operations, 95
scheduling, 94
site-based, 97
special handling procedures, 95
staffing, 93
strategic planning, 36, 91-92, 98
strategic planning subcommittee
activities, 50
Memorization, 8-9
Mentor teachers, 85-86
case study, 154-157
Merck & Co., Inc., 129
Modules, 33
pilot testing, 45, 46, 47-48
Montgomery County, Maryland, 85,
87, 92-93, 135, 138-145
Museums, collaborationswith, 130-131, 178
National Association for Research in
Science Teaching (NARST), 204
National Association for the
Education of Young Children,
204
National Association of Biology
Teachers, 204
National Association of Elementary
School Principals, 204-205
National Center for Improving
Science Education, 205
National Center for Research on
Teacher Learning, 205
National Network for Science and
Technology, 205-206
National PTA National Congress of
Parents and Teachers, 206
National Research Council (NRC),
206-207
National Science Education
Leadership Association, 207
National Science Education Standards,
43,46, 117
National Science Education Standards,
15, 33, 69, 77, 84, 192
219
OCR for page 220
Index
National Science Foundation, 139,
148, 169, 207-208
National Science Resources Center, 46,
64, 139, 165, 191, 208
National Science Teachers Association,
208
National Staff Development Council, 209
Natural world, children's experience
with, 10-11
Needs assessment, 43-44
Northwest EQUALS, FAMILY
SCIENCE, 209
Notebooks, 110
Office of Elementary and Secondary
Education, 209
Parents
in educational reform, 40
generating support for inquiry-
centered science among, 126-127
Pasadena Unified School District
Science Program, 86-87, 127,
136, 171-176
Passive learning, 8-9
limitations of, 9-10
Pedagogical appropriateness of
curriculum
addressing the goals of elementary
science education, 64-67
focus of inquiry~:entered activities, 67-70
Piaget, Jean, 10, 21, 22, 27-28
Pilot testing of curriculum, 45, 46
allocating time for, 47-48
Portfolios, 110
Presentation and format of
curriculum, 64, 70-72
Principals, 40. See also Administrative
. . .
activities
Problem-solving skills
benefits of inquiry-centered
science, 17-19, 21-22
collaborative, 16, 68-69
curriculum materials for
development of, 65
220
Process skills, 17-19
curriculum materials for
development of, 65
Professional development
administrative support for, 78-81
allocating time for, 4849, 78-79, 86
assessment of current practice, 4749
case studies, 141-142, 145, 148-149,
152, 154-155, 160-161, 167-169,
178-179
competent stage of inquiry-
centered teaching, 83-84
corporate participation, 87
environment for, 76-77, 79-80, 88
by experiencing curriculum, 77-78
expert stage of inquiry-centered
teaching, 84-85
funding for, 53
goals of, 76, 77, 85
good program qualities, 77-81
introductory program, 82-83
lead teacher model for, 85-86
levels of, 82, 88
scientist participation in, 86-87,
127-128, 172-173
stages of teacher involvement, 80,
88, 124
strategic planning, 34-36, 80-81
strategic planning subcommittee,
4749
teacher participation in design of,
82, 163
through collegial interaction, 79-80,
81
time of implementation, 81-82
Project 2061, 18-19, 196
Record-keeping, assessment data, 113
Safety issues
curriculum design, 71
materials supply system, 95
San Francisco, California, 136, 177-182
School Science and Mathematics
Association, 210
OCR for page 221
Index
Science and Technology for Children
(STC), 101,103,108,110, 113,
159, 186, 215
Science content of curriculum, 64, 159
evaluation of, 69-70
Scientist collaborators, 86-87, 127-128,
176
case studies, 142-143, 161-162, 171-
176, 179-180
in implementing inquiry-centered
program, 126
in reform effort, 41-42
Sigma Xi, The Scientific Research
Society, 210
Society for Advancement of Chicanos
and Native Americans in Science,
210
Sociocultural factors
children's contact with natural
world, 10-11
curriculum evaluation, 70, 71
Spokane, Washington, 87, 93, 135,
146-152
STC. See Science and Technology for
Children
Strategic planning
administrative support, 36-37
administrative support
subcommittee, 51-53
assessment subcommittee, 51
assessment system, 36
case studies, 55-56, 139-142, 147-
148, 152, 159, 165-166
commitment of stakeholders, 42
community support, 3~37
community support subcommittee,
51-53
comprehensive approach, 37, 38
curriculum development, 33-34, 192
curriculum subcommittee, 4546
financial planning, 51-53
flexibility in, 53, 169-170
goal statement, 44
leadership team for, 4243, 60, 124125
materials support subcommittee, 50
materials support system, 36, 91-96, 98
needs assessment, 43-44
pilot testing, 45, 46, 57-58
procedure, 45
for professional development, 34-
36, 78-82
professional development
subcommittee, 47-49
role of, 39, 191
science materials support, 36
stakeholder participants, 3942
subcommittee activities, 45-53
time line, 45, 57-59
Student behavior, 83
Superintendents, 41
Teacher activities
administrative support for, 36-37
evaluation of curricula for, 67-68
in inquiry-centered learning, 32-33
lead teacher model, 85-86
management of classroom behavior,
83
professional development, 34-36
scientist collaborations, 86-87, 127-
128, 142-143, 172-174, 176, 179-
180
in strategic planning, 40
training for reform, case studies of,
139-140, 141, 144
See also Professional development
TERC, 211
Testing, traditional approaches to
limitations of, 100-101
vs. inquiry-centered assessment, 16-17
Textbooks, 8-9
Theory construction
cognitive development, 24-25, 30
learning cycle, 26-27
as part of learning process, 22
Triangle Coalition for Science and
Technology Education, 211
Volunteers, 188
221
Representative terms from entire chapter:
science education
