• Front Matter R1-R14

• Introduction 1-4

• Part 1: Building a Foundation for Change 5-6

• 1. The Value of Science Education 7-20

• 2. How Children Learn 21-31

• 3. Sharing the Vision of Exemplary Elementary Science 32-38

• 4. Planning for the New Elementary Science Program 39-60

• Part 2: The Nuts and Bolts of Change 61-62

• 5. Criteria for Selecting Inquiry-Centered Science Curriculum Materials 63-75

• 6. Professional Development for Inquiry-Centered Science 76-88

• 7. Establishing a Science Materials Support Center 89-99

• 8. Assessment Strategies for Inquiry-Centered Science 100-121

• 9. Building Support for the Science Program 122-132

• Part 3: Inquiry-Centered Science in Practice 133-134

• Introduction 135-137

• Montgomery County, Maryland 138-145

• Spokane, Washington 146-152

• East Baton Rouge Parish, Louisiana 153-157

• Cupertino, California 158-163

• Huntsville, Alabama 164-170

• Pasadena, California 171-176

• San Francisco, California 177-183

• Green Bay, Wisconsin 184-190

• Epilogue 191-192

• Notes 193-195

• Appendix A: Professional Associations and U.S. Government Organizations 196-213

• Appendix B: Exemplary Elementary Science Curriculum Materials 214-215

• Index 216-221

• Credits 222-223

• National Science Resources Center Advisory Board 224-226

" Spokane, Washington ." Science for All Children: A Guide to Improving Elementary Science Education in Your School District . Washington, DC: The National Academies Press, 1997 .

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