Carolina: Curriculum Programs for Science and Math

Questions about inquiry-based science What is a "learning cycle"? Each STC unit is based on a 4-stage learning cycle that is grounded in research on how children learn. The 4 steps in this cycle are:
	Focus—First, students focus on what they know about a topic and what they would like to learn about it. In other words, learning begins with the student's existing knowledge and experience.
	Explore—Next, students explore a scientific concept or phenomenon by completing a sequence of activities. Classroom explorations are usually done in groups of 2 or 4 children.
	Reflect—To reinforce learning, students reflect on their findings, record them in their science journals, and discuss them with their classmates.
	Apply—Finally, students apply their new learning to real-life situations and to other areas of the curriculum.
What do you mean by "inquiry"? "Inquiry is a set of interrelated processes by which scientists and students pose questions about the natural world and investigate phenomena; in doing so, students acquire knowledge and develop a rich understanding of concepts, principles, models, and theories. Inquiry is a critical component of a science program at all grade levels and in every domain of science, and designers of curricula and programs must be sure that the approach to content, as well as the teaching and assessment strategies, reflect the acquisition of scientific understanding through inquiry. Students then will learn science in a way that reflects how science actually works." (From the National Science Education Standards, published by the National Research Council, pg. 214.) "STC is an inquiry-based curriculum. Each unit provides students with an opportunity to explore science concepts and phenomena firsthand, to reflect on their observations, to share them with classmates, and to apply their learning in new situations." (From STC® Meets the Standards, published by Carolina Biological Supply Company, pg. 6.) What do you mean by "constructivism" or "constructivist"? "Many educators and cognitive scientists believe that the four-step learning process (the learning cycle) is at the heart of learning. The process is based on a theory of learning called constructivism. As Susan Sprague explains, ‘The constructivist model of learning contends that each student must build his or her understanding. In such a process, understanding can never be completed. Each student must work through his or her path toward deeper and deeper understanding and skills.' This learning process has been refined and developed into the learning cycle." (From Science for All Children, by the National Science Resources Center, pg. 26.) For more information, read In Search of Understanding: The Case for Constructivist Classrooms by Jacqueline Grennon Brooks and Martin G. Brooks, 1993, soft cover, 144 pages. This book is published and distributed by the Association for Supervision and Curriculum Development (ASCD), Alexandria, VA., (703) 549-9110, fax (703) 299-8631. The ISBN is 0-87120-211-5, ASCD stock number 611-93148. Why is the pedagogy used in STC different from that used when teaching from a textbook? The pedagogy used in STC is based on new educational research on how children learn. The results of this research show that children learn more readily and retain learning longer when they connect new experiences and information with what they already know about the world. Children also build critical-thinking skills and scientific habits of mind when they do science rather than read about science, thereby actually participating in the processes of inquiry and exploration. What is a strand? Science topics or units that fall within a particular branch of science (such as life science, earth science, or physical science) are said to be in that strand. For example, the STC units Weather; Soils, Rocks and Minerals; Land and Water; Ecosystems; and Measuring Time comprise the STC earth science strand. What publications are available as a resource to schools and districts in the curriculum review and planning process? A number of publications address NSF-approved materials, professional development, material distribution, and integration and assessment strategies that help facilitate the move from a textbook to hands-on, inquiry-based activities. They include:
	Science for All Children: A Guide to Improving Elementary Science Education in Your School District by the National Science Resources Center. 1997. Soft cover, 240 pages. ISBN 0-309-05297-1, Carolina catalog number 97-0947. Science for All Children provides guidelines for planning and implementing an inquiry-based elementary science program in any school district. The book presents a rationale for inquiry-based science, describes how teaching through inquiry supports the way children naturally learn, explains the 5 building blocks of an elementary school science program, and profiles successful inquiry-based science programs in districts nationwide.
	National Science Education Standards by the National Research Council. 1995. Soft cover, 272 pages. ISBN 0-309-05326-9, Carolina catalog number 97-0949. Most Americans agree that our students urgently need better science education. This book offers a coherent vision of what it means to be scientifically literate, describing what all students should understand and be able to do in science. The volume reflects the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role in science education.
	*Resources for Teaching Elementary School Science* by the National Science Resources Center. 1996. Soft cover, 312 pages. ISBN 0-309-05293-9, Carolina catalog number 97-0945. This annotated guide is packed with carefully gathered and reviewed information about inquiry-based K–6 science curriculum materials and resources. Includes core and supplementary materials (focuses on those published 1985–1995), teacher's references, ancillary resources such as places to visit, and extensive indexes.
	*Resources for Teaching Middle School Science* by the National Science Resources Center. 1998. Soft cover, 496 pages. ISBN 0-309-05781-7, Carolina catalog number 97-0943. A valuable tool for identifying and selecting effective science curriculum materials for students in grades 6–8. Curriculum materials are grouped by scientific area (for example, life science) and by type (core materials, supplementary units, or science activity books). Each annotation includes recommended grade level, description of the activities involved and what students can be expected to learn, list of accompanying materials, reading level, and ordering information. Also contains chapters detailing other relevant resources: educational software; science centers, museums, and zoos with interactive exhibits; books about science and teaching; and more.
To order any of the preceding books, click the hyperlink or contact: National Academy Press 800-624-6242 Online ordering: www.nap.edu or Carolina Biological Supply Company 800-334-5551
	*Active Assessment for Active Science: A Guide for Elementary School Teachers* by George E. Hein and Sabra Price. 1994. Soft cover, 170 pages. ISBN 0-435-08361-9, Carolina catalog number 97-0941. With the development of inquiry-centered curriculum has come a need for new assessment strategies. Hein and Price address this need through their useful text, which provides myriad examples and ideas for active assessment—in which students' actions and their products become part of the assessment—along with practical guidelines and suggestions for managing the new techniques.
To order this book, click the hyperlink or call Carolina Biological Supply Company, 800-334-5551. What are the National Science Education Standards (NSES)? The result of a landmark development effort by the National Research Council that reflected the contributions of thousands of teachers, scientists, science educators, and other experts across the country, the NSES offer a coherent vision of what it means to be scientifically literate, describing what all students—regardless of background or circumstance—should understand and be able to do at different grade levels in various science categories. The book describes the exemplary practices that provide students with experiences that enable them to achieve scientific literacy, criteria for assessing and analyzing students' attainments in science, and the learning opportunities that school science programs afford. In addition, it describes the nature and design of the school and district science program, and the support and resources needed for students to learn. The standards reflect the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role in science education. (Compiled from the National Science Education Standards, published by the National Research Council.) "The National Science Education Standards, published by the National Research Council in 1996, call for a new vision of science literacy for all students. The standards are not prescriptive; rather, they set forth criteria that each school district can use as a basis for designing a science program that best meets the needs of its students. These criteria cover 6 areas: science content, teaching methods, professional development, assessment, program design, and science systems." (From STC® Meets the Standards, published by Carolina Biological Supply Company, pg. 10.) How do I obtain a copy of the National Science Education Standards? National Science Education Standards, by the National Research Council, ©1995, 272 pages, paperbound. You may order a copy of the National Science Education Standards by clicking the hyperlink or contacting: National Academy Press Call toll free 800-624-6242 Online ordering: www.nap.edu ISBN 0-309-05326-9 or Carolina Biological Supply Company Call toll free 800-334-5551 Catalog number W3-97-0949.