Deck 1: Inquiry: The Path; Discovery: The Destination

Question 1

Technology is most closely related to which of the following?

A) Components of every teacher's kit for working in a science classroom
B) Equipment that can serve as a replacement for numerous science experiences
C) Computer tools that most new teachers have
D) Products or procedures that apply science to solutions

Answer 1

Products or procedures that apply science to solutions

Question 2

Emphasizing science as a set of values is most closely related to the

A) discovery of preconceptions.
B) search for truth.
C) process of predicting.
D) use of controls.

Answer 2

use of controls.

Question 3

Which one of the following pairs of terms is part of the definition of science, as presented in this chapter?

A) Stimulation for pruning and acquisition of outcomes
B) Exploring the known and pure observation
C) Natural curiosity and curriculum delivery
D) Body of knowledge and quest for explanations

Answer 3

Body of knowledge and quest for explanations

Question 4

Consider this circumstance: "You are in a wooded area in search of blackberries. There are many paths into the woods. Ultimately you select a path that leads you to the blackberries." If you were to use knowledge you gained in Chapter 1 to apply to this situation, which of the following would be most accurate?

A) The blackberries are an example of a naïve conception.
B) The paths represent discovery, the blackberries represent inquiry.
C) The path you select depends on your personal development.
D) The blackberries represent discovery, the path you select represents inquiry.

Question 5

If you saw "communicating, interpreting data, enumerating, and controlling variables" in a list of items found in the introduction to a new science curriculum, you might reasonably conclude you were looking at which of the following?

A) A list of inquiry process skills
B) Categories that should all be included in all science standards
C) Elements included in every demonstration prepared by young children
D) The identification of the parts of the scientific method

Question 6

In this chapter, the acronym NGSS represents which of the following important sources of guidance for teachers?

A) Next Generation Science Standards
B) Normative Grade Standard Setting
C) National Guidance Summary Standards
D) Natural Goal Selection Standards

Question 7

All of the following terms are models included in the progression of inquiry except

A) Explanatory.
B) Descriptive.
C) Research.
D) Verifiable.

Question 8

The purpose for teachers to integrate science, technology, and engineering in their instruction is to

A) teach about technological design.
B) promote scientific literacy.
C) define their curriculum map.
D) provide for affective development.

Question 9

Because science seeks to make sense of our natural world, it has as its most basic value the search for

A) links to hypotheses.
B) truth based on evidence.
C) discoveries about what should be.
D) simple solutions to complex problems.

Question 10

The ultimate goal of having elementary students engage in inquiry in the classroom is to enable them to

A) make discoveries.
B) identify prior knowledge.
C) memorize science content.
D) explore what is known to them.

Question 11

In a paragraph, reflect on your own experience as a student in elementary and secondary classrooms, and describe whether the experiences you had with science emphasized the role of inquiry that led to actual discoveries. Then, in a second paragraph, contrast your experiences with the types of experiences that you would like students in your future classroom to have.

Question 12

Some adults describe themselves as having science anxiety. Describe in a paragraph at least three reasons for the development of this type of outlook. For each of these reasons, list tangible things a teacher might do to help students develop a more positive attitude toward science at a young age.

Question 13

Describe in a paragraph how you would probe students' prior knowledge to teach an introductory lesson on magnets.

Question 14

A teacher has a group of children gather leaves from plants on the school grounds or from a nearby park and classify them on the basis of shape, size, and color. Describe in a paragraph how you might extend and enrich this activity so that the children would be using more metacognitive strategies.

Question 15

The Next Generation Science Standards contain connections to the Common Core State Standards. Refer to the Common Core State Standards, and find a math standard that you could teach while integrating the teaching of a science concept. In a paragraph, describe the activity you would facilitate for students to teach the Common Core math standard while also teaching a science concept.

Question 16

Consider the position taken by some that there is not enough time to focus intently on science at the elementary level. In a paragraph, state and justify your position about the importance of developing scientific literacy among elementary students.

Question 17

Science can be described as knowing what to do when you do not have an answer. In a paragraph, describe your "thinking" strategy for seeking explanations when you do not know the answer.

Question 18

In at least three sentences, differentiate between providing opportunities for elementary students to think and teaching elementary students strategies for thinking.

Question 19

Note the four sample building projects that are outlined in the text. Provide two more ideas you have for technology/engineering design projects that you could facilitate in your future elementary classroom.

Question 20

As stated in this chapter, the Next Generation Science Standards consist of three dimensions. Briefly define each of these three dimensions, and using at least a sentence for each describe how each contributes to the values and beliefs associated with your understanding of science.