Guide to Teaching a Science Curriculum contains information for the implementation of the seven problem-based units. Concept papers related to systems, experimental design, and problem-based learning are included with criteria for assessing science curriculum needs at the local level. A section for parents is also included.
Guide to Teaching a Science Curriculum contains information for the implementation of the seven problem-based units. Concept papers related to systems, experimental design, and problem-based learning are included with criteria for assessing science curriculum needs at the local level. A section for parents is also included.
Table of Contents
PART I: INTRODUCTION TO THE WILLIAM AND MARY UNITSWhat Is the William and Mary Problem-Based Science Curriculum?
Researcg Evidence of Effectiveness
Teacher Education
Bibliography of Project-Related Articles
PART II: CURRICULUM FRAMEWORK
Rationale and Purpose of the Curriculum Framework
The William and Mary Curriculum Framework and Underlying Units:
Relationship to the National Science Education Standards and Project 2061
The Elements of the Curriculum Framework
Instructional Emphases
Student and Teacher Instructional Behaviors
Outcomes Linked to Assessment
Interpreting the Curriculum Framework
References
PART III: IMPLEMENTATION ISSUESScience Concepts Central to Implementation of the William and Mary Units the Concept of Systems
The Nature of Scientific Process
Teaching and Umplementing a Problem-Based Learning Unit
Implementing Experimental Design in a Problem-Based Learning Context Appropriate Use of Laboratory Activities in Science Programs
References
PART IV: ASSESSING THE APPROPRIATENESS OF CURRICULUM FOR YOUR SCHOOL DISTRICTIntroduction and Rationale for Science Curriculum Assessment
Overview of the Review Process
Why Schools Need to Review Science Materials
Definitions of Criteria for Review
Procedures for using the CAG Forms
Curriculum Assessment Guide Overall Rating
The Curriculum Assessment Forms
References
PART V: SUPPORT STRUCTURES FOR SUCCESSFUL IMPLEMENTATION
PART VI: SCIENCE RESOURCES FOR TEACHERS AND PARENTS
Table of Contents
PART I: INTRODUCTION TO THE WILLIAM AND MARY UNITSWhat Is the William and Mary Problem-Based Science Curriculum?
Researcg Evidence of Effectiveness
Teacher Education
Bibliography of Project-Related Articles
PART II: CURRICULUM FRAMEWORK
Rationale and Purpose of the Curriculum Framework
The William and Mary Curriculum Framework and Underlying Units:
Relationship to the National Science Education Standards and Project 2061
The Elements of the Curriculum Framework
Instructional Emphases
Student and Teacher Instructional Behaviors
Outcomes Linked to Assessment
Interpreting the Curriculum Framework
References
PART III: IMPLEMENTATION ISSUESScience Concepts Central to Implementation of the William and Mary Units the Concept of Systems
The Nature of Scientific Process
Teaching and Umplementing a Problem-Based Learning Unit
Implementing Experimental Design in a Problem-Based Learning Context Appropriate Use of Laboratory Activities in Science Programs
References
PART IV: ASSESSING THE APPROPRIATENESS OF CURRICULUM FOR YOUR SCHOOL DISTRICTIntroduction and Rationale for Science Curriculum Assessment
Overview of the Review Process
Why Schools Need to Review Science Materials
Definitions of Criteria for Review
Procedures for using the CAG Forms
Curriculum Assessment Guide Overall Rating
The Curriculum Assessment Forms
References
PART V: SUPPORT STRUCTURES FOR SUCCESSFUL IMPLEMENTATION
PART VI: SCIENCE RESOURCES FOR TEACHERS AND PARENTS
RETURN TO SEARCH RESULTS
