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Ability grouping, 129Academic Senate of the University of

California, 97Accommodation, in Piaget’s cognitive

theory, 180Accountability, 374–375Achievement trends in science

age, 315gender, 316parental education level, 316race/ethnicity, 316science curriculum, 316

Acid raineffects, 418as an STS issue, 417–418

Action dramas, STS, 410Active chemistry, 139Active physics, 139Activities

dinosaur footprint, 243fearth science, 292–293life science, 294listing potential, in unit design, 273–274physical science, 295–297project-based, 357–360reported using by high school teachers,

128–129space trekkers and ocean anglers,

230–231STS themes, 416–425Web-based, 442–443, 453–458

Activity reinforcers, 195Adolescence, 25–27Adolescents, 125Advance organizers, 333Advanced learners. See also Gifted and

Talented students science learning environment, 63why they don’t reach potential, 63

Affective education, 93Affects

from the Benchmarks for ScientificLiteracy, 271t

in unit design, 271–272African American students, 47

NAEP results, 319–320trends in achievement, 316

Agne, Russell, 410Agassiz, Louis, 92Aikenhead, Glen, 400, 425–426Air quality and atmosphere, as an STS

theme, 417–418Almeder, Ginny, 9, 67, 206, 254, 291, 432,

396

Alternative frameworks, 173–174Aluminum recycling, 418–419American Association for the Advancement

of Science (AAAS), 53, 92American Association of Geologists and

Naturalists, 92American Biology Teacher, 197American Geological Institute, 83American Nuclear Society, 420Analogies, 338Analysis, as a cognitive skill, 273Animals in the science classroom, 393–394Application, as a cognitive skill, 273Aronson, Eliot, 228Art of pedagogy (in Ghana), 150Artistry of teaching science, 4–5Asian/Pacific islanders, NAEP results,

319–320Ask-an-expert, 445Assessment

case study of, 299–300changing emphasis on, 301tof chemical storage system, 393–394of classroom learning, 300–311designing a plan, inquiry, 301–302developing a plan for, in unit design, 280formal methods of, 305–308framework, 318–319tby gender in NAEP, 321tinformal methods of, 303–304in an international context, 320–322journals, 308long-term trends, 311model of, in the classroom, 302–303from the national context, 311–320performance-based as, 308–311of project-based learning, 364–365questions, open-ended, 308by race, on NAEP, 321tresults, national, 318–319semi-formal methods, 304–305state-by-state results, 318–320tasks, content-specific, 308of TIMS results, 320–322

Assimilation, in Piaget’s cognitive theory, 180Association for Multicultural Science

Education (AMSE), 44Atkins, J., 302Atlanta Public Schools, 360At-risk children and youth, 46At-risk students. See also Struggling learners

activities to help, 65–66definition of, 63–64interventions for, 64–65

Attitudes, 316Atwater, Mary, 36, 47Australia, science education in, 140–142Ausubel, David, 174, 175t, 333Ausubel’s model of learning, 175t

Back-to-basics movement, 96–99. See alsoCreation science

Back to the Future with Science Education(Loeppke), 107–108

Balance beam problem, 178fBallard, Robert, 446Bangalore, India, 414Behavioral approach to teaching skills of

science, 356Behavioral perspectives. See Behavioral

theories of learningBehavioral psychologists, 170Behavioral theories of learning, 193–197Bell-Grender, Margaret, 178Benchmarks for Scientific Literacy (AAAS),

83–84, 237, 271, 300, 309, 391, 401Bergman, Anita, 206Berliner, David, 303, 305Bermudez, Andrea B., 47Berners-Lee, Tim, 441Bexell, Sarah, 311–313Big ideas, and Deweyan theory, 191–193Biological Science Curriculum Study

(BSCS), 97, 132–133blue version, 133–134green version, 133–134human biology projects, 46modules, as STS curriculum examples,

429yellow version, 133–134

Biology, change needed in, 136–138concepts, 342programs, recommended by Project

2061, 85Biology: A Community Context, 138Black, Paul Myron, 302Black students. See African American

studentsBlackboard online system, 447, 453Blankenship, Lissa, 390Bloom’s taxonomy of cognitive skills, 273tBlosser, Pat, 361–363Blueprint for a Green School (Chase), 434Blueprints for Reform (AAAS), 83, 103Blueprints online, 84. See also Blueprints for

ReformBogan, Joseph, 200

I N D E X

468

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Botkin, James, 403Botswana, 254 Boza, Ben (Botswana), 254, 290–291, 396,

460Brainstorming, as a step in unit design, 265Brickhouse, Nancy, 190Bronowski, Jacob, 3, 4, 15Brown, Tom, 5, 411, 360–361, 411Bruner, Jerome, 95, 102, 176–178Bulletin board (Web-based) discourse, 352,

444Bulman, Leslie, 344, 351Bybee, Rodger, 272, 414, 416

California Board of Education, 97Career, science teaching as, 8Caring, 5Carlson, Janet, 416Center for a Sustainable Future, 426Center for Research on the Education of

Students at Risk (CRESPAR), 47Champagne, Audrey B., 82, 169–170Chat rooms, 444Cheek, Dennis W., 403, 407Cheek, Virginia, 290Chemical Bond Approach (CBA), 132Chemical Education Materials Study

(CHEM Study), 132Chemical Education for Public

Understanding Program (CEPUP). See Science Education for PublicUnderstanding Program (SEPUP)

Chemical safety, 393–394Chemistry, 138–139Chemistry in the Community (ChemCom),

393, 429Chernobyl nuclear power plant (Ukraine),

409, 420Child-centered curriculum, 93Child-centered teaching, 91Chile, science education in, 143–146China, science education in, 146–148Chlorofluocarbons (CFCs), 425Christensen, John, 288Citizen-scientist, 40, 104Classroom. See Classroom management;

Science classroomClassroom climate, 196Classroom environment, 196Classroom management

accountability and, 374–375attributes of effective, 371tbeginning and end of class and, 391beyond day one, 385–386developing a plan of, 382effective behaviors in, 372–375effective leader project for, inquiry,

370–371establishing rules and procedures and,

380–381first day and, 382–385for the beginning of the year, 380–386group focus and, 374–375handling materials and equipment and,

381–382leadership skills and, 370–371overlapping and, 372–373room arrangements and, 380safety nets and, 378–379science teachers views on, 396–397smoothness and, 373–374teaching materials and, 387–390with-it-ness and, 372

Cobb County School District (Marietta,Georgia), 98, 426

Cobern, William, 342Coble, Charles, 60Coffrey, Janet, 302Cognitions, 269–271tCognitive science

approach to integrating process andcontent, 356–357

implications of research, 88–90learning theory, 171–173. See also

Constructivist theories of learningCognitive skills, 271, 272Cognitive theories of learning, 176–188Cohen, Karen, 427Collaborative models of teaching, 223–231.

See also Cooperative learningproblem solving, 228tutorial, 226

Collaborative thinking strategies, 354–360Colorado River, 422Combinatorial organization of content, in the

DIT model, 234, 235fCommittee on High School Biology

Education, 83Communication. See Language modes;

Reading strategies; Talking strategies;Writing strategies

Communication patterns, 341Community of practice, 104, 190Community of learners, 449Community Sustainability (Izaak Walton

League), 435Comprehension, as a cognitive skill, 273Comparative relationships, for organizing

content in the DIT model, 235tComputer as Learning Partner (CLP), 101,

363Computer-assisted instruction, 186–187Concept map, 177f

definition, 175as a preassessment device, 307tin unit design, 267–268f

Conceptsscientific, 341spontaneous, 341

Conceptual change theory of teaching, 175tConceptual change model

designing activities based on, 220–221generative learning, 221–223perspective, 173–174unit design, based on, 262–264Web-based, 454–457

Conceptual physics, 139–140Conceptual schemes, 96Conceptual themes, 5Concord Consortium, 426, 447Concrete operational stage of development,

181–185Concrete reasoning patterns, 182–185Concrete thinking, vs. formal thinking, 188Conditioning, in behavioral theory, 193–194Conferencing, as an assessment device, 304Conlan, John, 96Connection diagram (STS), 426Constructivism, 167

as epistemology, 250–251design of Web-based lesson plan, 458perspective of, 173–174view of learning, 156

Constructivism as a Referent for ScienceTeaching (Lorsbach and Tobin),250–253

Constructivist model, 100, 215–223,356–357. See also Cognitive theoriesof learning

Constructivist teaching model, 23

INDEX 469

Constructivist theories of learning, 171–188Continental drift, 14Cooperative learning, 23

as primary strategy in constructivistteaching, 251

and sociocultural theories of learning,189–190

theory, 189–190Cooperative learning model, 23

cognitive perspective and, 190implementation of, 224problem solving models, 228–231structures, 224–226Student Teams Achievement Divisions

(STAD), 189–190Cooperative Learning with Biology: The

Dynamics of Life (Lundgren), 376Cooperative structures

constructive controversy, 225co-op cards, 225jigsaw, 225numbered heads together, 225pairs check, 225roundtable, 225send a problem, 225STAD, 225talking chips, 10–12, 225, 226think-aloud-pair-problem solving,

226think-pair-share, 224three-step interview, 225using in science teaching, 225t

Copernicus, Nicholas, 14Cornell Lab of Ornithology, 446Coulter, B., 448, 450Courage, creative, 5Course Design: A Guide to Curriculum

Development for Teachers (Posner andRudnitsky), 262

Course management (online) systems, 447Course plan (Global Science), 287Course of study, 287–290Course syllabus, 289Craig, Jerrold, 91Creation science/evolutionary science

controversy, 97–98Creation science, 97–98Creative thinking, 332Cremin, Lawrence, 91Crick, Frances, 16Critical thinking, 332Cross, Roger T., 140–142, 400, 420Cross-cultural exchanges, as Web-based

activity, 457Culture of learning, 341Curiosity and discovery learning, 176Curriculum. See Science CurriculumCurriculum and instruction design model

(Posner and Rudnitsky), 262t

Darwin, Charles, 15Data

analysis, 445sharing, 445

Day, Lucille, 52Deductive use of examples, 337Deforestation, 425Delaney, Jaime, 275Department of Defense Schools, 319Developmental psychology, 170Developmental theory, 178–188

stages of development, 81–188Dewey, John, 93, 168, 190–193, 230, 237,

363Deweyan theory of experience, 190–193


Dias, Mike, 311–313Direct activities related to text (DARTS),

344Direct-interactive teaching model (DIT), 23,

231–237description, 233fteaching functions and, 232t

Disabled studentsdefinition, 60modifying instruction for, 61promoting structure for, 60

Discrepant events and discovery learning,176

Discovery learning, 176–178, 242–244. Seealso Inquiry teaching

Dissection, 395DNA molecule, discovery of, 15–16Dodge, Bernie, 454Double Helix, The (Watson), 16Downs, G. E., 391Dunn, Kenneth, 198–200Dunn, Rita, 198–200Due process rights of exceptional students,

56Dunkerly-Kolb, Susan, 448

Earth, atmosphere of, 417–418Earth Day, 103Earth Science Curriculum Project (ESCP),

121Earth Science Education for the 21st

Century (American GeologicalInstitute), 83

Earth-space scienceastronomy tool kit, comet in a box, 390tcrusty (rock) writing, lesson plan in,

356–351earthquakes, as a K-W-L lesson

example, 348Erathosthenes, online project, 359lunar settlement project, 359Mars egg drop project, 359national park project, 359planetary travel brochure, 359shadow project, 359in the Standards, 115

Eco-Connections, as an STS example, 431Educating Americans for the 21st Century

(National Science Board), 99Education for a Sustainable Future (ESF)

evaluation, 427–428goals, 426–427

themes, 427technology supporting, 427topic areas, 427t

Education for Environmental Sustainability(Haury), 433–435

Education for Sustainability: An Agenda forAction (President’s Council onSustainable Development), 433

Education in Communist China (Price), 146Education Policies Commission, 93Education That Works: An Action Plan for

the Education of Minorities (QEMP),45–46

Educational administration in Ghana, 149Educational reforms in Ghana, 151Eggzact experiment, 296–297Equilibrium, 179in Piaget’s cognitive theory, 180Eighth Day of Creation, The (Judson), 15Einstein, Albert, 15, 38Elementary science

activities reported by teachers, 116curriculum, 116–119exemplary project in, 117–119

influential projects in, 116–117movement, 91vs. nature study, 91Standards of

Elementary Science Study (ESS), 117Elmandjra, Mahdi, 403E-mail, 352, 443–444Emergence of Global Thinking among

American and Russian Youth, The(Hassard and Weisberg), 449

Enactive representation, 178Encouraging Girls in Science Courses and

Careers (Kahle), 70–71Energy

as an STS theme, 418–419usage, 418–419

Environment, as an STS theme, 423, 425Environmental education. See STS interfaceEnvironmental Protection Agency (EPA),

393, 421Environmental quality, 402tEnviroNet, 402E-pals classroom exchange, 444Equipment, handling of, 381–382Evaluation. See also Assessment

as a cognitive skill, 273of course of study, 290 procedures, of exceptional students,

56Evolutionary theory

school controversies over, 97–98Scopes trial and, 89

Examining Pedagogical Content Knowledge(Gess-Newsome and Lederman), 260

Excellence in Environmental Education:Guidelines for Learning (NAAEE),434

Exceptional studentsadvanced students and, 60–63at-risk, 63–66due process rights of, 56exemplary programs for, 65federal regulations concerning, 56–57gifted, 60–63hearing impaired, 59–60motor/orthopedic impaired, 58–59physically impaired, 58–59in science classroom, 57–66struggling learners and, 63–66visually impaired, 59

Exciting Examples of Everyday Phenomena(EEEP), 218, 337

Exemplary elementary science projects,117–118

Exemplary high school projectsbiology, 134–138chemistry, 138–139physics, 139–140

Exemplary middle school projects, 125–127Experience, Deweyan theory of, 190–193Experimental Secondary School 2

(Puschino, Russia), 443

Fabos, B., 448Face-to-face interaction, 375Facilitation of learning, 245

effect strategies for, 245high-level thinking tasks and, 378–380importance of empathy, 245in person-centered model, 244–245teacher as facilitator and, 245

Facilities, science, 391Fairs, science, 357–360Fallout: Hedley Marston and the British

Bomb Tests (Cross), 140Feldman, A., 448, 450

470 THE ART OF TEACHING SCIENCE

Females in science. See Gender; Women inscience

Feminist perspective, 190. See also Gender;Woman in science

Fencham, Peter, 68–70, 400, 403Feynman, Richard, 13, 30–32First day, 382–385First Days of School, The (Wong and

Wong), 370–371Fisher Scientific, 394Florida State University, 121Focus questions, in unit design, 265–266tForeign Languages and School Journal, 153Formal operational stage, of development,

185–188Foundation level, in STS module design, 4134MAT system of learning, 201–203Franklin, Rosalind, 16Frasher, Barry J., 378Fulfilling the Promise: Biology Education in

the Nation’s Schools (NationalResearch Council), 83

GAIA: An Atlas of Planetary Management(Myers), 404

GAIA hypothesis, 404–405Galilei, Galileo, 14Gander Academy rainforest resources, 423Gardner, Howard, 62Gardner, Marjorie, 190Gavrilenko, Ivan, 420Gender

issues, 51–55trends in achievement, on NAEP, 316

Gender learning. See Feminist perspectiveGeneral science, 120Geology Is, 125–126Georgetown University, 145Georgia State University, 149, 151, 313Gerlovic, J. A., 391Gess-Newsome, J., 260Gestalt psychology, 176Ghana, science education in, 149–151Gifted and Talented students. See also

Advanced learnerscharacteristics of, 62 definition of, 60–62minority students and, 62multiple intelligences and, 62why they don’t reach potential, 63

Girls into Science and Technology (GIST),52

Global citizenship, 38Global classroom, as a Web-based tool,

442–443Global consciousness, 39Global education. See also Global

perspective; Global thinkingcore (world) curriculum for, 42–43curriculum strategies, 41goals of, 41

Global environmental issues, 103Global events, 37Global food web, 41Global Laboratory (GL), 101 402, 406, 417,

446, 448case study of, 450–451curriculum of, 450–451goals of, 450Web and technology tools, 450

Global perspective, 38–43. See also Globaleducation; Global thinking

Global problem cards, 44Global problems, 414“Global Problems and Science Education

Policy” (Bybee), 416


Global Rivers Environmental EducationNetwork (GREEN), 423

Global Schoolhouse, 444Global Science (Christensen), 288Global science

classroom, 42sample course plan, 288–290

Global thinking, 37–44, 404–406activities, 38elements of, 40goals of, 39–40infusion in the science curriculum,

40–41rationale for, 38using the internet and, 41

Global Thinking Project (GTP), 37, 42, 103,153, 406, 417, 443–444, 448, 452

Global warmingresources (EPA), 425as an STS issue, 423, 425

Globalization, 39GLOBE Program, 37, 42, 402, 406, 418,

452–453Goals

of Chinese science education, 147of curriculum reform projects, 95–96of Educating Americans for the 21st

Century, 99–100emerging from the reform of the 1990s,

101influence of research on, 888insights in biology program, 138physical science study curriculum, 131of project physics, 132of science education, 80–82of student writing, 351

Goodfield, June, 15Gordon, William, J. J., 244Gornick, Vivian, 16Gorwin, D. B., 175Gray, Asa, 92Great Explorations in Math and Science

(GEMS), 118–119Great proletarian cultural revolution, 146Greenhouse gases, 425Grose, Vernon, 97Group focus, 374–375Group learning, 375–379. See also

Classroom management; Cooperativelearning; Cooperative learning model;Group investigation method

Group investigation method, 228, 230. Seealso Cooperative learning;Cooperative learning model

Guest speakers, as a Web-based activity, 457Gunn, Anne, 390

Haley-Oliphant, Ann, 51Hands-on science teaching, 8. See also

ActivitiesHands-on-Universe (HOU), 452Hanvey, Robert, 38, 40Harmin, M., 408Harms, Norris, 400Harvard Center for Cognitive Studies, 176Harvard Committee on General Education, 93Harvard University, 62Harvey Mudd College, 133Hassard, Jack, 40, 448, 449Haury, David, 433Hawking, Stephen, 62Hazardous substances, as an STS theme, 421Health science, 85Hearing impaired students, 56–57Heimlich, Susan D., 349Hein, George E., 300, 308

Helgeson, Stanley, 355High school science

contemporary patterns of, 128–131content Standards, 133–135curriculum, 127–140reform projects, 131–133standards for, 133–134standards in Chile, 145–146

Hills, G. L. C., 342Hispanic students, 47, 319–320

cognitively guided and, 51cooperative learning and, 49culturally responsive teaching and, 49effective practices for, 49–51NAEP results, 319–320technology-enriched instruction and, 51trends in achievement, 316

History and nature of science standards, 115History of science education, 90–104. See

also Science educationHolistic thinking, 332Holt, Susan, 311Homework, as an assessment device, 305Hornig, Leslie E., 82, 169–170Hotlist, as a Web-based resource, 453–454How Creative Are You? (Raudsepp), 14Howard University, 46Howe, Ann, 201Hudson Public Schools (Massachusetts), 447Humanistic approach, 132Humanistic education movement, 93, 96.

See also Affective education; Child-centered curriculum

Hungerford, Harold, 412–413Hunt, as a Web-based resource, 453–454Hurd, Paul deHart, 94–96, 125,138, 324, 400Hurley, Marlene, 323–325Hutcheson, Charles, 140, 149–151Hypatia’s Heritage (Alic), 51

Iconic representation, 178Ideas-based teaching, 191–193Imagined World: A Story of Scientific

Discovery, An (Goodfield), 15Imagineering, 246Implementation, as a step in unit design, 280Independent thinking strategies, 354–360Individual accountability, 375Individualized education program (IEP),

56–57Inductive use of examples, 337Informal learning, 191Informal science study, 127Inhelder, Barbel, 160, 178Inquiry and the National Science Education

Standards (NRC), 88. See alsoNational Science Education Standards

Inquiry teaching, 237–242activities, 240–249characteristics of, 20–21coin drop and throw, 241content Standards, 238tdeductive, 241–242definition of, 237dinosaur footprint, 243fdiscovery learning in, 242–244double pendulum, the, 241essential features, 238tenvironments that foster, 22inductive, 21, 239–240inquiry-box and, 240models of, 237–244NSES Standards and, 238pennies and jar of water, 176person-centered environment and, 245practice of, 237–238

INDEX 471

procedures for, 240tproject-based, 244questions about, 238–239roots of, 92in science classrooms, 21–22session, 239–240standards of, 170unguided inductive, 21wood sinks and floats, 240

Insights in Biology, 138Intended learning outcomes, for a course of

study, 248Interactive teaching skills, 334Interactive teaching strategies

advance organizers, 333asking questions, 334–336closure and making transitions, 338creating a stimulating classroom

environment, 333–334positive learning environment, 328using examples to clarify concepts,

337–338Interdisciplinary Approaches to Chemistry

(IAC), 132Interdisciplinary thinking and planning, 104,

403, 404fIntergovernmental Panel on Climate

Change, 425Integrative model, 245–246Integrated science, 149–150Integrated science thinking skills, 355Interaction of Science, Technology, and

Society in Secondary Schools (Piel),416

Intermediate Science Curriculum Study(ISCS), 121–122

International Association for the Evaluationof Educational Achievement (IEA),320

International Conference on Science andTechnology Education and FutureHuman Needs (Bangalore, India), 414

International Education and ResourceNetwork (IEARN), 447

International Evaluation of EducationalAchievement, 98

International Journal of Science Education,449

International School Nido de Aguilas(Santiago, Chile), 143

Internet. See also Web-based activities;Web-based tools

activities for the online classroom,453–458

role in the new millennium, 104Interpersonal exchanges, as Web-based

tools, 443–445Interpersonal skills, 376Introductory Physical Science (IPS),

120–121Instructional foci, 274t, 275t, 289–290Instructional planning. See also Activities;

Lesson plans; Unit designactivities, 292–297approach to, 262–287for a course of study, 287–290beyond the first day, 385–386for the first day of school, 382–385inquiry activity for, 263–264models and sample lesson plans,

275–287science teachers’ views on, 290–292of science unit, 262–287steps in, 265–280for three weeks, inquiry, 386Web-based, 442–447

TAOD04-Index 1/6/04 10:10 AM 71

Instructional strategies, teachers views on,360–361

Institute for Creation Science (ICS), 97Institute for Educational Studies (TIES), 143Investigating and Evaluating Environmental

Issues and Actions Skills DevelopmentModules (Hungerford), 413

Investigating Earth Systems, 127Investigating the Earth (ESCP), 121Issue awareness level, in an STS module,

413Issue investigation level, in an STS module,

413–414Izaak Walton League of America, 435

Japan, science teaching in, 151–152Jason Project, The, 446Jenkins, L. B., 316Jigsaw II, 228, 229t. See also Cooperative

LearningJohns Hopkins University, 46Jones, Carys, 341, 344Journal of Research in Science Teaching,

415Journal keeping, 204Journey North, 446, 450Judson, Horace Freeland, 15Junior high curriculum, 123, 152Junior high movement, 91

Kits, science, 388–389designing, 389–390

Kahle, Jane Butler, 53, 70–71, 190, 378Kansas State Board of Education, 98Kelly, Alison, 52Kelly, P. J., 416Kelsey, Francis Oldham, 14Kent, Jesse, 19Key-pals, as a Web-based tool, 443–444Kids Net, 42, 101, 406, 448 Kilpatrick, William, 93Kings College, 16Knowledge, as a cognitive skill, 273Kohler, Wolfgang, 176Kolb, David, 201Konold, C., 448, 450K-W-L procedure, 347–348

Laboratory activitiesapproach to, 375–376facilitating, 375–377monitoring, 377pre-activity processing and, 377preparation for, 376–377post-activity processing and, 337

Laboratory experiences, 92Laboratory Safety Institute (Natick,

Massachusetts), 391Langbort, Carol, 52Language, role of, 179Language modes, 341

reading science, 344–350talking science, 341–344writing science, 350–354

LaTrobe University, 140, 146Law, Nancy, 403Lawrence Hall of Science, 118, 190Lawson, Anton, 179Layer cake model of science curriculum, 129Leadership attributes. See Classroom

managementLearners, types according to 4MAT system,

201–202fLearning

discovery, 176–1784MAT system, 201–203

informal, 191nonschool, 191

Learning cycleexplanation phase of, 215–216exploration phase of, 215five stage model of, 119invitation phase of, 215phases, 180fPiaget’s, 179–180taking action phase of, 216teaching processes of, 180

Learning environmentestablishing a culture of, 341–354fostering inquiry in, 238tin project-based teaching, 357–358

Learning outcomesassessment of. See Assessmentcategorizing, in unit design, 267identifying, in unit design, 266

Learning stylesapplying to science teaching, 201–203brain hemisphericity and, 200–201discovering, 199–2004MAT system for determining, 201–202implications for teaching, 198–204inventory, 199psychology of, 199teaching to student’s individual style,

202–203Learning theory, 167–209

constructivism, 167defined, 171“new,” 170. See also Constructivism“practice to,” 171

Least restrictive environment, 56Lecture and discussion, 129Lederman, N. G., 260Left-brain learning, 200–201Lemmons, Ruel, 97Lempke, J. L., 188, 341Lewis, J. L., 416Lesson plans

the balloon blower upper, 249biological attraction, 276–277chemistry in the bag, 295–296for the constructivist model, 286–287for the cooperative learning model,

282–284creatures, 248crusty (rock) writing, 350–351developing specific, as step in unit

design, 274–280for direct-interactive teaching model,

281–282don’t take it for granite, 293drugs, alcohol and tobacco, 277–278earthquakes, 348electricity-make it light, 279electromagnetism, 287first day, 383–385for the inquiry model, 285–286investigating mass, volume, and density,

285–286light on: responses of earthworms,

294mission to mars, 249–250mission to the blue planet, 454–456mystery at the Ringgold road cut,

283–284samples, for the science teaching

models, 280–287shake, rattle, and quake: earthquake

waves, 292shark’s teeth, 248templates for, 275tfor Web-based, 458


what can be learned from skulls?216–217

what causes the water to rise? 217–219using the learning log, 353

Li, Steven, 403Life science

biodrama project, 358biology tool kit, create a life form, 390birdwatch project, 358design an organism project, 358dirty water project, 358first day lesson, 384–385insect project, 358projects, 358Standards for, 115

Linn, Marcia C., 363–365Listening skills, 344–345Literacy, 323–325Literacy Volunteers of America (LVA), 323Linguistic modes. See Language modesLiving organisms in the classroom, 395Loeppke, Larry, 107–108Logs, science, 353London University, 146Lorbach, Anthony, 250Lovelock, James, 404Lundgren, Linda, 376

McCarthy, Bernice, 198, 200McCormack, Alan J., 416McCoy, Wes, 342Malitza, Mircea, 403Man-A Course of Study (MACOS),

controversy over, 96Management of classroom. See Classroom

managementMargolis, Lynn, 404Marine Science Project: For Sea, 117–118Martian project, 404Massachusetts Institute of Technology, 94Maturation and mental structures, 179Materials, teaching. See Science teaching

materialsMay, Rolo, 5Meaningful learning model, 174–176Mendeleyev, Dmitry Ivanovich, 192Mendius, Barbara, 55Mental structures, development of, 179Metacognitive strategies, 203–204Microteaching, 210, 339–340Michelson, Albert, 15Middle school projects, 120–122Middle school science education, 119–127

curriculum patterns, 123–125exemplary programs, 125–127influential projects, 120–122instructional activities, 124movement, 122–123origins, 119philosophy, 123Standards for, 125technology and, 125

Middle School Student, The (Rakow), 160Miller, Bob, 67Mind mapping, 203Mini-unit design. See Unit designMinistry of Education (Chile), 144Misconceptions, 173–174

in biology, 173in chemistry, 173in earth science, 174in physics, 173

Mission to the blue planet, a Web-basedlesson, 454–457

Models of teaching, 212. See also Scienceteaching models


Models of Teaching (Joyce and Weil), 211Modern Biology (Towle), 344Mollusks, and Piaget’s theory of

development, 178–179Momentum, 374Monitoring Community Sustainability (Izaak

Walton League of America), 435Mono lake, 422Moore, Randy, 69–70Morley, Edward, 15Morris, John, 97Morton, Anna, 206, 460Moscow Gymnasium School 710 (Russia),

153Motivation and discovery learning, 178Motor-orthopedic impaired students, 58–59Mullis, I. V. S., 316Multicultural education

approaches, 46–47beginnings of, 44–45defined, 45effective teaching practices for, 49–51science for all theme, 46science teaching and, 47–49status and goals, 45–46

Multiple intelligences, 62Myers, Norman, 404Myronuk, Carol (Canada), 396, 461

National Assessment of EducationalProgress (NAEP), 311, 313–317

long-term trend assessments, 311,313–317

proficiency levels, 314–315science achievement levels, 315–316student attitudes toward science,

316–317Nancy creek, 459Nation at Risk, A (National Commission on

Excellence), 98–100National Academy of Science, 97National Adult Literacy Survey, 323National Association for Research in

Science Teaching (NARST), 171National Association of Biology Teachers

(NABT), 97National Center for Case Studies in Science,

410National Center for Educational Statistics,

320National Center for English Learning and

Achievement (NCEALA), 325National Commission against the Misuse of

Pesticides, 421National Council of Teachers in

Mathematics (NCTM), 83National Education Association (NEA), 90,

92National Fire Protection Association

(NFPA), 394National Forum on Partnerships Supporting

Education about the Environment, 433National Geographic Kids Network, 418,

450. See also Kids NetNational Geographic Society, 42, 101National Middle School Association

(NMSA), 123National Research Council (NRC), 136, 409National Science Education Standards

(NSES) (National Research Council)81, 83, 88, 89, 100, 103–104, 113–116,118–119, 124, 170, 192, 237–238,300–301t, 303, 309, 324, 325, 391,401

goals of, 114inquiry and, 20–21, 88

organization of content, 114–116outcomes, 100–101STS and, 401–402unifying concepts and processes

Standard, 114–115National Science Foundation (NSF), 94, 96,

120, 169, 190academic year institutes of, 94funded curriculum projects and, 95–96Project Synthesis and, 96projects, 132reform projects funded by, 94–96summer institutes of, 94

National Science Teachers Association(NSTA), 83, 100, 123, 170, 323, 391,395, 400

National Society for the Study of Education(NSSE), 92–93

Natural resources, utilization of, as an STSissue, 422–423

Nature study movement, 91, 153–154Network Science: A Decade Later (Feldman,

Konold, and Coulter), 449Network science. See also Pooled-data

analysis projects; Telecommunicationsattributes of, 448curriculum examples, 450–453evaluating attributes of, 451–452implications for science teaching,

450–452key principles, 450–452research on, 447–448

Networking activity, 42New Millennium, 103Newton’s laws of motion, 492tNicenet, 447, 453No Limits to Learning (Botkin, Elmandjra,

and Malitza), 403Nonscientific views, 342. See also

MisconceptionsNordland, Floyd H., 378Net publishing, as a Web-based tool, 446North American Association for

Environmental Education (NAAEE),434

North Michigan University, 151Novak, J. D., 175, 203New Designs for Elementary School Science

and Health (BSCS), 119Nuclear meltdown, 420Nuclear reactor value dilemma sheet,

409–410Nuclear reactors, 419–420Nuclear Regulatory Commission (NRC), 420

O’Brien, Michael, 254, 461Observation, of students, 303Occupational Safety and Health

Administration (OSHA), 393Oceans, 178fOffice of Pesticide Programs (EPA), 421Office of Technology Assessment, 324Okayama University (Japan), 151Oklahoma Christian University of Science

and Arts, 149Online classroom. See also Web-based

activities; Web-based tools elements of, 453establishment of, 453

Online course, 447–448tOnline dilemma discussions, 411, 444Operant conditioning, in behavioral theory,

194–195Our Apartheid: The Imperative of

Multiculturalism in Science Education(Moore), 69–70

INDEX 473

Overlapping, 372–373Ozone, ground-level, 417, 445

Padilla, Michael J., 355Paper-and-pencil tests, as an assessment

device, 307Parental involvement and exceptional

students, 57Parrott, Annette, 80, 106–107Parrott timeline, 106–107Pastalozzi, Henri, 92Pauling, Linus, 16Pavlov, Ivan Petrovich, 194Pedagogical Content Knowledge (PCK),

260–261Peers Matters (NARST), 88Pelletier, Jerry, 9, 67, 254, 291, 396, 432 Pennsylvania Department of Education, 41Performance assessment, 308–310t, 311Philosophy, of science education, 80–82Physical science

chemistry management plan for first twoweeks, 385t

clay boats project, 358first day lesson, 383–384paper tower project, the, 358program recommendations for, 85projects, 358–359spaghetti cars project, 358–359Standards for, 115

Physical Science Study Committee (PSSC),94, 131

Physically impaired students, 58–59Physics, 139–140Piaget, Jean, 160, 170–171, 178–188Pictorials and drawings, as pre-assessment

devices, 306–307Piel, Joseph E., 416Pittleman, Joan E., 349Plant, Barry (Australia), 206, 461Plate tectonics, 14Polanyi, Michael, 13Polman, Joseph L., 357Pooled-data analysis projects, 445–446. See

also Network sciencePopulation connection web, 417Population growth, as an STS theme,

416–417Portfolios, 311–313

as an assessment tool, 305zoology unit example, 312–313

Positive independence, 375Posner, J., 262Pre-assessment strategies

concept maps and, 307pictorials and drawings, 306–307t-charts and, 306

Presidential Council on SustainableDevelopment, 433

Price, Ronald F., 140, 146–148Price, Sabra, 300, 308Price-Anderson Act (U.S. Congress), 420Prior knowledge

in K-W-L, 347in semantic mapping, 349

Problem orientation, of STS programs,402–403

Problem solvingcooperative learning models and,

228–231fostering independent and collaborative

thinking and, 354–360in practice, 357–360scientific thinking skills and, 355–356as a Web-based tool, 446–447

Process of Education, The (Bruner), 95


Process of Evolution: The Why and How ofPopulation Change, The (Delaney),266

Professional artistry, 4Professional Standards for Teaching

Mathematics (National Council ofTeachers of Mathematics), 83

Program for Teaching Science, A (NationalSociety for the Study of Education), 92

Programmed teaching materials, 196–197Progressive education, 92–93Progressive Education Association, 92Progressive education movement, 91, 93Project 2061: Science for All Americans

(AAAS), 46, 83–87, 93, 103–104,124, 360

Project-based teaching, 244criteria for, 364critique of, 363–364designing, 363–364Deweyan theory and, 191earth science and, 359goals of, 357–358as learning opportunitieslife science and, 358physical science and, 358–359as problem-solving in practice, 357–360providing support and coaching for, 364science fairs and, 359–360

Project on Scope, Sequence, andCoordination (NSTA), 83, 87–88

Project Learning Tree (PLT), 402, 429Project Life, 325Project Physics, 132Project Pigeon Watch, 446Project Synthesis, 96–97, 100, 402, 414Project Wild, 402, 431Preoperational stage of development,

181–182tPropositions, 271Psychomotor skills, 271Public Understanding of Science as Basic

Literacy (Law, Fensham, Li, and Wei),405

Pugh, Kevin, 191–192Pugwash movement, 400

Question-and-answer services, as a Web-based tool, 444–445

Questionsas an assessment tool, 303–304categories of, 334, 362evaluation form for, 336fhigh-inquiry, 335improving teachers’ ability to use,

362–363in-service teachers and, 362interactive teaching and, 334–336low-inquiry, 335as a metacognitive strategy, 204open-ended, as an assessment device,

308, 343purpose of, 361–362use in behavioral theory, 196wait-time and, 335–336

QUIA, 447

Race and ethnicity, 316Rakow, Stephen J., 47, 160Rainforest, tropical, as an STS issue,

422–423Rainforest Action Network, 423Rancho Seco Nuclear Power Plant, 420Rationale

for course of study, 288–289for environmental education unit, 269

for global education, 288for unit design, 268–269for the volcano in your backyard unit,

269Reading strategies, 344–350

direct activities related to text and, 344K-W-L procedure, 347–348listening and, 344–345for meaning and understanding,

347–348for meaningful purposes, 158–159semantic mapping and, 349–350vocabulary problems in, 345–346

Redesigning Science and TechnologyEducation (Bybee, Carlson, andMcCormack), 416

Reed College, 133Reflective teaching, 210, 213–215, 248–250Renner, John, 179Relevance and STS, 406–407Report on the 2000 National Survey of

Science and Mathematics Education(Weiss), 116, 124

Reports, written, video, or multimedia asassessment devices, 308

Research Matters-to the Science Teacher(NARST), 171

Ricciardi, John, 9, 66, 206, 254, 291, 361,396–397, 432

Right-brain learning, 200–201Rocky Mountain Institute, 422Rogers, Carl, 244–245, 338Rosalind Franklin and DNA (Sayre), 16Rose, Claudia, 140, 143–146Rosene, Dale, 432Rowe, Mary Budd, 25, 190, 196, 325–336Rubba, Peter, 412Rudnitsky, Alan N., 262Raths, L. E., 408Russia, 129

science education in, 152–154Russian Academy of Education, 152

Safety, in science teaching, 391–395Sagan, Carl, 6, 13Sampler, as a Web-based resource, 453–454Sandlin, Pamela Callahan, 279Sanford, Julie P., 378Sayre, Anne, 16Science

content objectives, 25courage and, 13–14democracy and, 17human mind and, 14–15human values and, 15–17nature of, 25opinions about, 20problem solving and, 14–15republic of, 13

Science—A Process Approach (SAPA), 117Science and Engineering Education for the

1980s and Beyond (NSF), 97Science and Technology Education and

Future Human Needs (Lewis andKelly), 416

Science assessment. See AssessmentScience classroom. See also Classroom

management; Learning environmentbeginning and end of class, 381beyond day one, 385–386establishing rules and procedures for,

380–381first day and, 382–385handling materials and equipment in,

381–382online activities, 453–458


online, establishment of, 453room arrangements, 380safety and, 391–395science teaching materials and, 387–390science, technology, and society in. See

STS interfacevirtual, 447

Science curriculum, 113–154in Australia, 140–142back-to-basics movement, 96–99biology, 132–133chemistry, 132–133in Chile, 143–146in China, 146–148definition, 113elementary, 116–119five new basics of, 98–99in Ghana, 148–151global perspective, 140–154golden age projects, 93–96, 100–103high school, 127–140high school reform projects and,

131–133influential middle school projects and,

120–122in Japan, 151–153layer cake model of, 129middle school, 119–127new millennium in, 103–104outcomes of NSES, 100–101outcomes recommended in report

Educating Americans for the 21stCentury, 99–100

physics, 131–132reform projects of the 1990s, 100–103reform projects of the 1990s contrasted

with the 1960s, 100–103in Russia, 153–154science, technology and, 399–439STS programs, 425–431traditional vs. STS, 404fWeb-based, 441–459

Science Curriculum Improvement Study(SCIS), 117

Science educationin the future, 82–83golden age of, 93–96historical perspective, 90–104progressive education and, 92–93roots of modern, 90–92science, technology, and society

interface in. See STS interfaceScience Education for Public Understanding

(SEPUP), 428–429Science Education in American Schools

(NSSE), 93Science Experiences (Hassard), 230–231.

See also Cooperative learningScience facilities, 391Science fairs, 359–360Science for all, 36–75, 103–104. See also

Project 2061: Science for AllAmericans

Science for All (Fensham), 68–70Science for Life and Living: Integrating

Science, Technology, and Health(SFLL), 119

Science Framework on Science forCalifornia Schools (California Boardof Education), 97

Science in General Education (ProgressiveEducation Association), 92

Science in personal and social perspectives,standards for, 115–116

Science inquiry. See Inquiry teachingScience Is Not Words (Feynman), 30–32


Science journals, as an assessment device,308

Science Literacy: Lessons from the FirstGeneration (Hurley), 327–325

Science mini-unit. See Unit designScience Process Skills, The (Padilla), 355Science Report Card, The (Mullis and

Jenkins), 316Science Scope (NSTA), 171, 123Science strategies, 331–368

encouraging females, 53–54fostering critical and creative, 332fostering independent and collaborative

thinking, 354–360interactive, 333–340 metacognitive,

159Science talks, as a communicationstrategy, 344

Science Teacher, The (NSTA), 171, 406Science teacher talk, 66–67Science teachers

effective, 28–29, 372–329interview questions, 32–33observing, in the classroom inquiry, 379

Science teachinginquiry and, 17–21scientific enterprise and, 17

Science teaching materials. See alsoTextbooks

inventorying, 387kits and, 388–389purchasing, 388

Science teaching models, 25, 210–258conceptual-change, 215–221constructivist, 215–223cooperative/collaborative. See

Cooperative learning modeldirect-interactive (DIT), 231–237generative learning, 221–223imagineering, 246inquiry. See Inquiry teachingintegrative, 245–246layer cake, 129multicultural. See Multicultural

educationorganization of, 213t,fperson-centered, 244–245synectics, 244

Science, Technology, Society: Thinking overthe Years (Yager), 406

Science, technology, society interface. SeeSTS interface

Science, technology, society modulecharacteristics of, 412design of, 424evaluation of, 426levels of instruction, 413–414

Science writing. See Writing strategiesScientific American, 445Scientific concepts, 341Scientific literacy, 324. See Reading

Strategies; Writing StrategiesScientifically literate citizen, 84, 113Scientists and students 24Scope, Sequence and Coordination Project

(NSTA), 103–104Scrapbook, as a Web-based resource,

453–454Search for Excellence in Science Education

(NSTA), 100Self-regulation, and mental structures, 179Semantic mapping, 349–350Sense of the Future (Bronowski), 15Sequencing and discovery learning, 178Sequential structuring of content, in the DIT

model, 234Sensorimotor stage of development, 181

Sexism, 52Sillman, Benjamin, 92Sharan, Shlomo, 228Sharan, Yael, 228Simon, Sidney, 408Situated cognition, 190Skills

basic science thinking, 355–356and cognitions, 270cognitive, 272inquiry, 169integrated science thinking, 355–356interpersonal, 375process, 169psychomotor, 272thinking, 356

Slavin, Robert, 195, 226Skinner, B. F., 170, 194, 196Skolnik, Joan, 52Smail, Barbara, 54Small group activities. See also Activities;

Cooperative learningfacilitating, 375–376management plan for, 376–377

Smart board, 459Smoothness, 373–374Snow, John, 428Social action, 445, 448Social responsibility, 100. See also STS

interfaceSocial action projects, 446–447Social Issues in High School Biology

Textbooks (Rosenthal), 415Social reinforcers operant conditioning,

194–195tSocio-cultural theories of learning, 188–193.

See also ConstructivismDeweyan theory of experience and, 172,

190–193feminist perspectives, 172

Socio-pragmatic approach to STS, 403–405Soloman, Joan, 400Soviet Union, 409. See also RussiaSpecial education. See Exceptional studentsSperry, Roger, 200Spina bifida, 58Spontaneous concepts, 341Sputnik, 94, 169, 176Standards, science and technology, 115Standards-based teaching, 103–104.

See also National Science EducationStandards

State University of New York at Albany, 323

State University of New York at Buffalo,410

Steadman, Carlton, 92Stearner, Phyllis, 62Steinmetz, Charles, 62Stories, science, 344Structure of knowledge and discovery

learning, 178Structured controversies, 342–343Structured overview, 345–346fStructuring for interactivity in the DIT

model, 235–237Struggling learners, 63–66. See also At-risk

studentsSTS interface, 399–439

action dramas in, 410action model, 413taction voting in, 410case studies in, 410categorizing of, in school science, 426tcharacteristics of, 400, 402–407connections among, 403–404

INDEX 475

connections diagram, 426fcurriculum examples of, 425–431designing modules in, 412–414environmental education movement and,

401–407getting involved in inquiry, 407global thinking and, 404–406goals of, 401interdisciplinary context of, 400nature of, 400–407online dilemmas in, 411personal and social perspectives and,

401responsible citizen action and, 400responsibility cycle of, 408science connected to society through,

403–404scientific literacy and, 403–405tsocio-pragmatic approach and, 403–405strategies of teaching, 408–414teachers views on, 432–433themes in, 414–425think pieces and, 411understandings in the Standards, 401value dilemma sheet for, 409–410

Student Teams Achievement Divisions(STAD), 189–190, 226–228. See alsoCooperative learning

Student-centered approach, 93. See alsoChild-centered teaching

Studentsachievement scores by nation, 321–323achievement scores by state, 320adolescence and, 25–27assigning by ability levels, 129different from scientists, 24–25exceptional, 55–65questions asked by, 304science learning of, 169–170as scientist, 448views on science, 18vignettes, 27–28writing, 307–308

Students and Science Learning (Champagneand Hornig), 170

Suchman, J. Richard, 237Surely You’re Joking (Feynman), 13Sustainable Education Project, 431Suzuki, David, 431Symbolic representation, 178Synectics, 244

Talent development schools, 47T-chart

of interpersonal skills, 376as a pre-assessment device, 306

Teachers College of Columbia University,93

Teaching Langue and Study Skills inSecondary Schools (Bulman), 344

Technology. See also Internet; World WideWeb; STS interface

effects of, as STS theme, 419–421Project 2061’s recommendations for use,

85teachers’ views on using, 459–461

TEEMS science education program, 313Telecommunications, 104. See also Network

scienceTERC, 101, 446Tests. See also Assessment

as formal assessment devices, 307NAEP example items, 314–315surveying knowledge and attitudes about

science, inquiry, 317–318United States vs. other nations, 322


Textbooks, 347alternative ways to use and learn from,

158–159controversies of, 96–98dealing with evolution, 97–98difficulties in learning from, 157–158evaluation of, 136–137using for meaningful learning 156–159

Thelen, Judith N., 345Themes

Australian curriculum, 142BSCS unifying, 133of the Benchmarks for Scientific

Literacy, 104of the Earth Science Curriculum Project,

121in Project 2061, 36for promoting environmental

sustainability, 437science, technology, and society, 103,

416tSTS, and how to teach them, 414–425

Theorydefinition, 171Dewey’s, of experience, 190–193learning, 170–197to practice, 170–171, 195–196of value to the science teacher, 170–171

Think piece, 411Think-aloud-pair-problem-solving, as a

communication strategy, 344–345Thinking

basic science, skills, 354–356creative, 332critical, 332high-level, 361–362, 378–379integrated science, skills, 354–355intuitive, 244strategies fostering, 331–366strategies fostering independent,

354–360Thinking Constructively about Science,

Technology, and Society Education(Cheek), 463

Thompsen, Poul, 201Three Mile Island Nuclear Power Plant, 409,

420Tobin, Kenneth, 250–253, 378Token reinforcers, 195Tolstikov, Sergei, 140, 153–154Transformation of the School (Cremin), 91Transformative experiences, 191–192Treagust, David F., 338Trends in International Mathematics and

Science Study (TIMMS), 320–322Trowbridge, Leslie, 272Tsukahara, Shigehiko, 140, 151–153

Ukraine, 420Ulenck, Sarah, L., 156–159Uncertainty and discovery learning, 176Unifying concepts and processes, 114–115Unifying themes, science teaching, 5–7.

See also Conceptual themesUnit design, 259–289

an approach to, 262–263for course of study, 288–289

model for, 263–264pedagogical content knowledge and,

260–261steps in, 265–280

United Kingdom, 324United Nations, 42–43United Nations Development Programme, 423United Nations Educational, Scientific and

Cultural Organization (UNESCO), 42United Nations Environment Program, 425University of Adelaide, 140University of California, Berkeley, 104University of Chile, 3University of Georgia, 313University of Illinois, 55University of Maryland, 133University of Melbourne, 140University of North Carolina, Charlotte, 149University of Southern Illinois, 412U.S. Department of Education, 327U.S. Department of Transportation, 394U.S. Geological Survey, 422U.S. Nuclear Regulatory Commission

(NRC), 420Using Classroom Questions in Science

Classrooms (Blosser), 361Using Textbooks for Meaningful Learning in

Science (Ulenck), 156–159

Value dilemma sheets, STS, 409–410Values clarification model, 408–412Venezky, R. L., 322–324Verbal interaction, 179Vermont College, 143Victoria, Australia, 140–141Virtual classroom, as a Web-based tool, 447Virtual field trips, as a Web-based tool,

445–446Virtual high school, 447Visually impaired students, 59Vocabulary, 345–346Von Glasersfeld, E., 172Vygotsky, Lev, 172, 305, 341

Wallace, Alfred Russell, 15Wait-time, 335–336Water resources, as an STS theme, 422Watson, James B., 16Web pages, 352, 447, 453Web usage, 441Web writing, 352Web-based activities

bulletin board, using for, 444constructivist based, 454–456cross-cultural exchange, 457guest speakers, 457key-pals, 443–444strategies for developing, 453using Web resource for, 453–454webquests, 454

Web-based modules, 431Web-based tools, 442–447

global classroom, 443–444information collections and resources,

445–446net-publishing, 446online classroom, 447


online discussions and chats, 444problem-solving, 446–447question-and-answer services, 444–445social action projects, 446–447telementoring with experts, 444–445virtual classroom, 447virtual field trips, 445–446

WebCT, 447Webquests, 454Wegener, Alfred, 13Wei, Bing, 403Weisberg, Julie, 40, 448–449Weiss, I. R., 116, 124, 128Welch, Wayne, 21What Research Says to the Science Teacher

(NSTA), 88, 171When are Science Projects Learning

Opportunities (Linn and Clark),363–365

Whirlybird project assessment, 299–300Whole-part in sequencing content in DIT

model, 233–234tWiesenmayer, Randall L., 412Wilde, Mary, 9, 67, 361Wildlife Inquiry through Zoo Education

(WIZE), 127Wilkins, Maurice, 16Williamsville East High School (East

Amherst, New York), 311Windows into Science Classrooms (Tobin,

Kahle, Fraser), 378Wisdom of practice, 9–10With-it-ness, 372Woman of Courage (Truman), 14Women in science, 51–55Wong, David, 191–192Wong, Harry, 370–371Wong, Rosemary, 370–371Woods Hole Conference, 178World Bank, 423World Meteorological Organization, 425World War II, 400World Wide Web, 441. See also Internet;

Web-based activities; Web-based toolsWorldview theory, 342Writing strategies, 350–354

goals of, 350–353letter, 354poetry and, 350–351student logs and, 352–353types of in high school, 352science newspapers and, 354story, 354the Web and, 352

Yager, Robert, 100, 400, 406Yahoo groups, 444Yale University, 92Young, M. D., 448Youth Exchange Program, 37

Zacharias, Jerrold R., 94Zatesepin, Veniamin, 420Zgonc, Rachel, 291, 361, 459–460Zone of proximal development (zo-ped), 341Zoo-Atlanta, 313Zoology portfolio, 312–313


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