Chapters 1 and 2

Science focuses on explaining the natural world.

Science is based on the premise that things and events that happen occur in consistent patterns that
are comprehensible through careful systematic study

Science can usefully examine and prove beliefs such as the existence of supernatural powers or
beings.

Science is a process for producing knowledge which may be abandoned or modified in light of new evidence or reconceptualization of prior evidence and knowledge

C and D

theories/facts

the nature of science/habits of mind

scientific literacy/scientific processes

inquiry/ethics

technology/scientific understanding

Science provides opportunities for children to develop math and language skills.

Science knowledge can be useful for all citizens in personal decision making and participation in civic and cultural affairs

Science experiences from the earliest grades are essential for helping children learn to think and
understand.

The No Child Left Behind Act recognizes the importance of science instruction in elementary school.

All of the above.

It focuses on explaining the natural world.

It relies on evidence

It involves testable ideas.

It utilizes scientific behaviors

All the above.

the same as the goal of technology.

to construct theories to explain or understand the natural world.

to make modifications in the world to meet human needs

to encourage Congress to pass legislation making the teaching of science in elementary and middle school mandatory for all states.

A and C

Questioning, investigating, and observing what happens.

Trying to make sense of observations.

Using new knowledge to make predictions

Testing our predictions to see if our understanding is correct.

All of the above.

published Science for All Americans in1989

developed Benchmarks for Science Literacy: Project 2061 in 1993

created the National Science Education Standards in 1997.

passed the No Child Left Behind (NCLB) Act in 2001

published Rising Above the Gathering Storm in 2006

Scientific inquiry

Scientific knowledge

Attitudes and values that characterize science

Scientific ideas are unchanging

Science, technology, and society

maintain their support for the theory

doubt the validity of the new evidence.

be willing to modify or let go of old ideas

assume that the universe has patterns, order and organization.

All of the above

fact.

concept.

principle.

theory.

model.

earth/space, zoology, and forces & motion

biology, geology, and chemistry.

physical, life, and earth/space.

meteorology, astronomy, and botany

none of the above

critiqued and evaluated the standards movement

made recommendations about science education for the future

reviewed contemporary studies from psychologists and educators about how children developed understanding in science.

All of the above

A and B only

increase the K—12 science content taught and to emphasize the importance of knowing many facts in order to accumulate knowledge.

reduce the K—12 science content taught and to emphasize fewer well-chosen core concepts to focus more on understanding

Can repair or program a computer.

Know, use, and interpret scientific information

Generate and evaluate scientific evidence, and explanations.

Understand the nature and development of scientific knowledge

Participate productively in scientific practices and discourse

to meet with students’ parents to find the root of their child’s misconceptions of the natural world.

to be the sage on the stage and lead your students down the narrow path of knowledge.

to help learners develop progressively more sophisticated explanations of natural phenomena over time

is numerous in order to assure coverage of the plethora of ideas in science.

is limited in order to avoid superficial coverage of too many disconnected topics.

allows for time to develop deeper investigations and understanding of important concepts.

A & C

B & C

study the natural world

study the supernatural world

design solutions to address human needs or desires.

keep scientists out of the picture.

All the above.

an interest in the topic or skill to be learned

some familiarity with the topic or skill to be learned

excitement about the topic or skill you are learning.

all of the above.

A & B only

be reserved for rural students as opposed to urban/suburban students because they have had more extensive, on-going experience with plants and animals.

be reserved for students in the top ten percent of their class because they have proven themselves to be high achievers.

be reserved for students from high income families because the parents can better provide their
children with opportunities to further their education beyond 12th grade.

not be reserved for a privileged few.

physical science, earth/space science, and life science.

inquiry-based learning, direct instruction, and discovery learning

scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas.

process skills, the 5-E lesson plan, and investigations.

physical models such as model airplanes

mathematical models such as an equation

propositional models such as rules for how things interact

All of the above.

the “common themes” identified by Science for All Americans (AAAS, 1989).

the “common themes” identified by Project 2061: Benchmarks for Science Literacy (AAAS, 1993).

the “unifying concepts and processes” presented in the National Science Education Standards (NRC, 1996).

All of the above.

A & B only.

Mandated by the federal government

Curriculum

Student performance expectations

All of the above

A & B

The United States has become a net importer of high-technology products.

Other nations are graduating considerably more engineers, computer scientists, and information technologists than the United States.

U. S. companies are locating factories in and outsourcing jobs to foreign countries due to lower labor costs and availability of highly trained scientists and engineers.

U.S. K—12 students lag behind students from other countries on international assessments in math
and science.

All the above.

identified a set of discrete skills called science process skill

thought children should memorize facts.

stated that science is best learned by doing science.

felt that children should learn processes.

A, C, & D.

There is no single accepted list of science process skills.

They appear in many current state frameworks of science standards.

Teacher candidates’ understanding of them is assessed on many certification exams.

They are useful tools for accomplishing inquiry tasks during the practice of science.

None of the above.

Teach for scientific and technological conceptual understanding.

Encourage students to explore and investigate to find answers to their questions.

Select an area of science and develop it from its historical roots up to the present

Select an elementary or middle school textbook and use it to develop your curriculum

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question.

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question.

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question.

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time
and observing the effect on a responding variable while
holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question.

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while
holding all other variables constant

Group objects or organisms according to one or more common
properties

Make a statement to guide an investigation of a question.

Record observations, measurements, inferences, experiments,
conclusions, etc., and present them to others.

Make a forecast of a possible outcome based on known
patterns in data.

Draw a tentative conclusion about observations based on
observations and prior knowledge.

Gather information using all appropriate senses and
instruments that extend the senses.

Quantify variables using appropriate instruments and units
(standard or nonstandard).

Investigate by deliberately manipulating one variable at a time and observing the effect on a responding variable while
holding all other variables constant.

Group objects or organisms according to one or more common
properties.

Make a statement to guide an investigation of a question

fact/opinion

concepts/theories

qualitative/quantitative

inferences/predictions

All of the above.

opportunity.

authority.

prior knowledge of patterns.

self-confidence.

all of the above.

measuring

experimenting

inferring

communicating

a qualitative observation

an interpretive inference

a hypothesis

a prediction

a quantitative observation

Manipulated: ruler
Responding: amount of weight added

Manipulated: width of rubber band
Responding: stretch of rubber band

Manipulated: rubber band
Responding: ruler

Manipulated: the amount of weight added
Responding: the stretch of the rubber band

Manipulated: the stretch of the rubber band
Responding; the width of the rubber band

Descriptive

Classificatory

Experimental

Model

None of the above.

The thicker the rubber band, the less it will stretch when weights are added.

The greater the added weight, the greater the stretch of the rubber band.

The color of the rubber band determines how much it will stretch.

Rubber bands break when too much weight is added.

3 cm

6 cm

12 cm

20 cm

It is an interpolation.

It is an extrapolation.

It is a guess.

It is an inference.

3 cm

6.cm

12 cm

20 cm

It is an interpolation

It is an extrapolation

It is a guess.

It is an inference.

should be reserved for secondary science classes

should be treated as tools to be used in scientific inquiry.

should be taught in isolation in the absence of science content

are very different from the problem solving skills presented in other subject areas

Angle of the ramp

Release position of the truck

Surface the truck rolls on after it leaves the ramp

Whether or not the truck’s doors are open or closed

All of the above

an observation.

an inference.

a prediction.

a hypothesis.

None of these

control variable.

dependent variable.

independent variable.

responding variable.

Displays the number of times an event occurs in a
large set.

Shows numerical data about variables that are related
and continuous.

Shows differences in data collected.

Displays the number of times an event occurs in a
large set.

Shows numerical data about variables that are related
and continuous.

Shows differences in data collected.

Displays the number of times an event occurs in a
large set.

Shows numerical data about variables that are related
and continuous.

Shows differences in data collected.

Descriptive Investigation

Classificatory Investigation

Experimental Investigation

Modeling Investigation

None of the above.