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Modern Sequences of Instruction
Book Chapter |
This chapter discusses the key components of two contemporary sequences of science instruction. It presents the phases of the POE (Predict, Observe, and Explain) and 5E (Engage, Explore, Explain, Elaborate, and Evaluate…
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Content and Process Working Together
Book Chapter |
This chapter describes the construction of the Next Generation Science Standards (NGSS). The author shares some activities for you to reflect on lessons you currently use and the connection to components of the NGSS.…
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Investigating Change Using the Invisible Test Tube Demonstration
Book Chapter |
Chapters 6–9 share model lessons for putting the explore-before-explain mindset into practice using either a POE (Predict, Observe, and Explain) or 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional…
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There’s More to Magnetism Than Certain Objects Being Attracted to Refrigerators
Book Chapter |
Chapters 6–9, share model lessons for putting the explore-before-explain mindset into practice using either a POE (Predict, Observe, and Explain) or 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional…
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Making the Connection: Addressing Students’ Misconceptions of Circuits
Book Chapter |
Chapters 6–9 share model lessons for putting the explore-before-explain mindset into practice using either a POE (Predict, Observe, and Explain) or 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional…
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Book Chapter |
Chapters 6–9 share model lessons for putting the explore-before-explain mindset into practice using either a POE (Predict, Observe, and Explain) or 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional…
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Leadership Can Make the Difference
Book Chapter |
This chapter takes you through five key lessons to putting an explore-before-explain mindset into practice using POE (Predict, Observe, and Explain) and 5E (Engage, Explore, Explain, Elaborate, and Evaluate)…
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What Can We Learn About Conceptual Understanding by Examining the History of Science?
Book Chapter |
This chapter focuses on the history of science and its importance to anyone teaching for conceptual understanding. Even though the Next Generation Science Standards (NGSS) do not include the history, this does not…
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What Is the Nature of Science, and What Does It Mean for Conceptual Understanding?
Book Chapter |
This chapter examines the nature of science and the connection to conceptually understanding science, as well as its importance to anyone teaching for conceptual understanding. The recognition of the importance of…
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How Does the Nature of Children’s Thinking Relate to Teaching for Conceptual Understanding?
Book Chapter |
This chapter presents the current view of the nature of children’s thinking. During the last few decades, research on learning combined with the wisdom of practitioners have given us important new ideas to consider…
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Book Chapter |
This chapter looks back at our attempts at making science teaching more meaningful through the use of the research findings available. It also provides a very brief history of science education in the United States from…
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How Is Conceptual Understanding Developed Through the Three Dimensions and Learning Strands?
Book Chapter |
This chapter examines A Framework for K–12 Science Education learning practices of science and engineering, focusing primarily on science and the role in teaching science through the learning strands. The list of…
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How Does the Use of Instructional Models Support Teaching for Conceptual Understanding?
Book Chapter |
This chapter is devoted to describing instructional models developed over time by teachers, curriculum developers, and researchers, including a current research-based model that explicitly supports the practices of…
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What Are Some Instructional Strategies That Support Conceptual Understanding?
Book Chapter |
In this chapter, strategies are described that can be used to promote learning within an instructional model. There are many strategies that researchers and practitioners have determined to be effective in supporting…
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How Does Linking Assessment, Instruction, and Learning Support Conceptual Understanding?
Book Chapter |
This chapter focuses on connecting instruction, assessment, and learning. It features some of the ways you can use formative assessment to support conceptual understanding in science so that teachers can make better…
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