the guide. They may want to focus on specific annotations—which highlight resources available at the individual facilities and organizations. The annotations provide addresses, telephone numbers, and World Wide Web addresses, where available, for obtaining more detailed information about particular resources.

Part 4 contains two chapters: chapter 10, "Museums and Other Places to Visit," and chapter 11, "Professional Associations and U.S. Government Organizations." Together these chapters refer readers to a total of almost 700 institutions. Most of them are in the United States; several are in Canada.

All of the facilities and organizations included in these chapters actively support hands-on, inquiry-centered middle school science education through their programs, services, or materials. Following are brief descriptions of the two chapters.

"Museums and Other Places to Visit"

Chapter 10 focuses on ancillary resources at museums and other local "places to visit," including zoos, science centers, aquariums, planetariums, and botanical gardens. The facilities are diverse in terms of size, areas of emphasis, and types of materials and support offered. Large and small institutions, some known only locally and others world-renowned, are included to help meet the needs of middle school science classes.

The information in the chapter is based on responses to a national survey conducted by the National Science Resources Center (NSRC). Facilities were selected for inclusion on the basis of the following criteria:

  • They offer resources that can help middle school teachers teach science more effectively.

  • They provide interactive science experiences that can complement students' classroom experiences.

  • They are sites that science classes can visit.

Chapter 10 opens with a section called the "Complete Regional Listing." This section identifies—by name, city, and state—about 550 facilities in the United States and several in Canada. The institutions whose names appear in boldface type—approximately 300—are featured in the second section of the chapter—the "Select Annotated Listing."

This annotated listing focuses on facilities that are making a particularly significant effort to help teachers teach science more effectively. The annotations provide a brief description of each facility, together with a listing of the specific types of support and resources they offer for middle school science.

As explained in more detail by the boxed information and map at the beginning of chapter 10 (see page 312), the regional and annotated lists are arranged by geographical regions. Within each region the states are listed alphabetically. The name of each institution appears alphabetically within its state listing.



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