Big Science for Growing Minds

Strong evidence from recent brain research shows that the intentional teaching of science is crucial in early childhood. Big Science for Growing Minds describes a groundbreaking curriculum that invites readers to rethink science education through a set of unifying concepts or “big ideas.” Using an integrated learning approach, the author shows teachers how to use readily available, low-cost items to create a safe classroom setting that fosters hands-on learning and exploration of real-life problems. The text includes classroom activities that connect science learning to mathematics, technology, art, and literacy.

Book Features:

• Shows teachers how to address fundamental biology, chemistry, physics, and Earth science concepts using easy-to-find materials.
• Describes constructivist learning environments that are informed by emerging data on brain development.
• Includes guidance for adopting approaches and instructional strategies consistent with NSTA, NSES, and NAEYC guidelines.

Jacqueline Grennon Brooks is professor of science education in the Department of Teaching, Literacy, and Leadership at Hofstra University in Hempstead, New York.

“Offers an innovative approach for teachers who are serious about helping children cultivate knowledge about their world through science.”

—Young Children

“An outstanding guide that makes a strong case for the importance of science education in the early grades.”

—Connect

“A much-needed book that provides valuable theoretical and practical information for all science educators.”

—NSTA Recommends

“A wonderful, jam-packed storehouse of research-based ideas for the effective teaching of science.”
—Lawrence Lowery, University of California at Berkeley

“Constructivist practice comes to life in these pages. At a time of narrow high-stakes tests, here is a model that preserves truly professional practice.”
—From the Foreword by Doris Pronin Fromberg, Hofstra University

Foreword by Doris Pronin Fromberg

Acknowledgments

Introduction

PART 1: SCIENCE IN EARLY CHILDHOOD

Chapter 1. Young Scientists with Growing Ideas
   Children Grow Up by Growing Ideas
   Children Grow Smart by Growing Ideas
   Constructivist Classrooms
   Professional Knowledge Standards
   Technology for Young Citizens
   The Importance of Simple
   Spaces for Growing Ideas
   National Science Education Standards
   A Simple Message

Chapter 2. A Constructivist View of Learning
   Building Big Ideas
   Problems of Emerging Relevance
   Points of View
   Tie Teaching to Assessment
   The Pursuit of Making Sense
   Deliver Opportunities, Not Concepts
   How We Learn Determines What We Learn
   Can Classrooms Really Work That Way?

Chapter 3. Learning to Care and Caring to Learn
   Teach–Assess–Reflect Cycle
   Good Curriculum, Good Behavior
   When Good Curriculum Is Not Enough
   Assessment Within Teaching
   Errors Lead to Truths
   The Productivity of Wrong Answers
   Structured Reflection
   Becoming a Master Learner
   Reflection in Steps
   Ever a Learner

PART 2: LANDSCAPES FOR LEARNING SCIENCE

Chapter 4. Science as Disciplined Wonder
   Amazing Ideas Begin with Wondering
   Wondering Within the Curriculum
   Classifying: What Not to Do
   Classifying: Another Try
   Classifying: Inventive Perspectives
   Classroom Structure
   From Procedures to Concepts
   Artful Guidance
   Teacher as Provocateur

Chapter 5. Science Learning Within Family, Community, and Nature
   Laboratories Everywhere
   Childhood Physics: A Cargo-Crossing Challenge
   Learning in Nature
   Mindful Engagement
   A Lesson as a Journey

Chapter 6. Science of Learning
   Children’s Emerging Capacities
   New Questions About Old Ideas
   Two Sides of Learning
   Mental Structures
   Reflective Abstraction and Theory of Mind
   Learning That Transfers
   Neuroscience Research
   Classroom Research

Chapter 7. Liberty and Science for All
   Spaces of Liberty
   The Richness of Differences
   Children with Limited English Proficiency
   Children with Special Needs
   Collaborative Settings
   The Learning Context

Chapter 8. Negotiating the Science Curriculum
   Meaningful Curriculum
   Designing Better Science Lessons
   Thinking with Children, Not for Children
   Animals That Live in the Cold: An Example Unit
   Understanding Content and Cognition

PART 3: FROM UNIFYING SCIENCE CONCEPTS TO CURRICULUM

Chapter 9. Unifying Science Concepts
   A New Perspective on Teaching Science
   The Search for Patterns
   Topics, Concepts, and Key Ideas
   Simple and Complex All at Once
   Learning from Some Great Scientists
   Collective Scientific Thinking

Chapter 10. Unifying Concepts: The Physical Environment
   Relate Form and Function
   Look at Whole Systems and Their Order and Organization
   Examine Equilibrium and Evolution
   Make Models, Collect Evidence, and Offer Explanations
   Measure What Changes and What Stays Constant
   Planning a Lesson Using Unifying Concepts
   Water Studies: A Physics Unit

Chapter 11. Unifying Concepts: The Living Environment
   Relate Form and Function
   Look at Whole Systems and Their Order and Organization
   Examine Equilibrium and Evolution
   Make Models, Collect Evidence, and Offer Explanations
   Measure What Changes and What Stays Constant
   Plant Growth: A Biology Unit

PART 4: FROM CURRICULUM TO THE WONDER OF SCIENCE

Chapter 12. Science in the Shopping Cart: A Chemistry Unit
   Clean-Up Time
   Color Without Crayons
   Shake It Up
   Sticking Together
   Cover with Crackers

Chapter 13. Water, Soil, Sand, and Salt: An Earth Science Unit
   At Water’s Edge
   Squeaky-Clean Water
   Fruits in a Flood
   Waterwheels at Work
   Sand from Shore and Store

Chapter 14. Putting It All Together
   The Classroom as Laboratory
   "Verbs" for Learning Science
   Lesson Plan Model
   Becoming a Professional
   Conflicting Messages
   A Simple Message

References

Index

About the Author