Science Content
Bickart
Unifying Concepts and Processes
Systems
Models
Constancy and Change
Components of the Science Curriculum
Life Sciences
Earth and Space Science
Physical Science
Kilmer
To increase childrens knowledge of the natural world
Basic science concepts
Organization
Cause and effect
Systems
Scale
Models
Change
Structure and function
Variations
Diversity
Benchmarks for science literacy
Holt
Doesn't address directly
Science is everywhere: home, yard, schools
Chille
Not topic based, question-focused
Questions to organize categories of scientific inquiry
How can I make it move? (physics)
Moving Objects
Directing Movement
Representing Motion
How can I make it change? (chemistry)
How does it fit or how do I fit? (biology)
Questions
1. When children are completely in control of the questions they ask and investigate, how can the teacher ensure that the questions they ask will lead to acquiring relevant and accurate scientific content?
2. There seems to be a debate about how much science content children need to learn at the elementary school level. (or younger) Any thoughts? Does the constuctivist approach, using the 3 questions, claim to cover the science content young children need to learn? Are they concerned about content?