Major
Contributors
Doris
Ash
is
a
science
educator
at
the
Exploratorium,
a
museum
of
science,
art,
and
perception
in
San
Francisco,
California.
Dr.
Ash
has
a
background
in
biology,
teaching,
and
research
in
learning
and
learning
environments.
She
has
done
research
with
the
Fostering
a
Community
of
Learners
(FCL)
project
at
the
University
of
California,
Berkeley,
gender
research
in
Oakland,
California,
and
worked
on
teacher
professional
development
at
the
Institute
for
Inquiry.
She
has
an
M.S.
and
B.S.
in
Biology
from
Cornell
University
and
a
Ph.D.
in
Science
Education
from
U.C.
Berkeley.
Dennis
Bartels
is
director
of
the
Center
for
Teaching
and
Learning
at
the
Exploratorium
in
San
Francisco,
California.
Before
joining
the
Exploratorium,
Dr.
Bartels
was
principal
investigator
and
project
director
of
the
NSF
South
Carolina
Statewide
Systemic
Initiative
and
directed
the
development
of
the
State
Curriculum
Frameworks
there.
He
is
a
graduate
of
the
University
of
North
Carolina
and
received
his
Ph.D.
in
Education
Administration
and
Policy
Analysis
from
Stanford
University.
He
was
recently
appointed
chair
to
the
State
Advisory
Committee
of
the
California
Science
Project
and
serves
on
several
committees,
advisory
boards,
and
review
panels
for
the
National
Science
Foundation.
Peter
Dow
has
a
background
in
teaching,
business,
curriculum
design,
and
teacher
professional
development.
He
currently
serves
as
principal
investigator
of
TEAM
2000,
an
NSF
Local
Systemic
Change
(LSC)
project
that
is
a
collaboration
between
the
Buffalo
Public
Schools
and
Buffalo
State
College.
He
is
employed
by
the
Research
Foundation
of
the
College
and
is
President
of
First
Hand
Learning,
Inc.,
a
nonprofit
corporation
he
co-founded
in
1998
to
develop
materials
and
programs
that
support
inquiry-based
learning
and
to
foster
partnerships
between
cultural
institutions
and
schools.
Dr.
Dow
recently
served
on
the
Committee
on
Science
Education
K12
of
the
National
Research
Council,
where
he
chaired
the
subcommittee
that
developed
the
Inquiry
Addendum
to
the
National
Science
Education
Standards.
He
is
the
author
of
Schoolhouse
Politics:
Lessons
from
the
Sputnik
Era
and
holds
A.B.,
A.M.T.,
and
Ed.D.
degrees
from
Harvard
University.
Hubert
M.
Dyasi
is
professor
of
Science
Education
and
director
of
New
York's
City
College
Workshop
Center,
a
science
teacher
development
institution.
Dr.
Dyasi
has
been
a
co-principal
investigator
in
the
New
York
State
Systemic
Initiative
on
K8th
grade
mathematics,
science,
and
technology
education.
He
served
as
a
member
of
the
working
group
on
teaching
standards
for
the
National
Science
Education
Standards,
and
is
now
helping
to
develop
an
addendum
to
the
Science
as
Inquiry
Standard.
In
1995,
the
NSF
National
Institute
for
Science
Education
at
the
University
of
Wisconsin-Madison
selected
Professor
Dyasi
as
one
of
its
first
fellows.
Wynne
Harlen
has
been
director
of
the
Scottish
Council
for
Research
in
Education
since
1990
and
was
previously
professor
of
Science
Education
at
the
University
of
Liverpool.
She
began
her
professional
life
as
a
teacher
and
college
lecturer
in
science
and
has
been
engaged
in
curriculum
development,
research,
and
assessment
in
science
for
over
30
years.
She
worked
on
the
Assessment
of
Performance
Unit's
monitoring
of
science
for
7
years.
Her
research
into
students'
learning
has
given
her
particular
interest
in
using
assessment
to
improve
teaching
and
learning.
She
has
published
19
books
and
contributed
to
30
others.
George
E.
Hein,
professor
emeritus,
taught
and
worked
at
Lesley
College
in
Cambridge,
Massachusetts,
for
over
20
years,
where
he
was
founding
director
of
the
college's
Ph.D.
program.
He
has
developed
comprehensive,
qualitative
evaluation
systems
for
mathematics
and
science
education
programs.
He
founded
the
Program
Evaluation
Research
Group
(PERG)
at
Lesley
College
in
1976
to
evaluate
the
educational
work
of
Boston-area
museums
and
arts
organizations.
He
served
as
both
secretary
and
chair
of
ICOM/CECA,
the
international
association
for
museum
educators.
In
1999,
he
was
an
Osher
Fellow
at
the
Exploratorium.
Barry
Kluger-Bell
has
worked
as
a
physicist,
college-level
physics
teacher,
science
teacher
educator,
and
program
director.
He
earned
a
Ph.D.
in
physics
from
the
University
of
Colorado,
Boulder.
He
has
worked
as
teacher/physicist
at
the
Exploratorium
since
1988.
In
this
position,
Dr.
Kluger-Bell
has
served
as
science
resource
teacher,
planned
and
led
workshops,
and
developed
curriculum
and
professional
development
materials.
He
has
also
worked
in
classrooms
with
elementary
teachers
and
children.
Dr.
Kluger-Bell
currently
serves
as
assistant
director
for
science
at
the
Exploratorium
Institute
for
Inquiry.
Sabra
Lee
has
an
undergraduate
degree
in
biology
and
a
master's
degree
from
Tufts
University
in
education
with
a
strong
background
in
mathematics
and
the
arts.
She
has
worked
in
mathematics
and
science
education
at
TERC
and
Lesley
College
for
more
than
20
years.
Her
experience
includes
educational
program
evaluation,
curriculum
and
resource
development,
documentation,
and
workshops
for
educators,
teachers,
and
parents.
She
currently
works
primarily
in
elementary
school
mathematics
and
science
education,
designing
and
carrying
out
program
evaluations
and
creating
professional
development
and
curriculum
materials.
She
is
lead
evaluator
for
two
NSF
Local
Systemic
Change
(LSC)
projects,
as
well
as
for
other
mathematics
and
science
projects.
She
has
written
about
active
science
assessment
as
well
as
mathematics
professional
development.
Lynn
Rankin
is
director
of
the
NSF
Exploratorium
Institute
for
Inquiry,
a
professional
development
program
for
elementary
educators
that
develops
partnerships
with
school
districts
and
serves
as
advisors
to
local
and
national
science
education
reform
efforts.
With
a
degree
in
education
from
the
University
of
Arizona
and
a
background
as
a
classroom
teacher
and
curriculum
developer,
she
is
currently
serving
on
a
committee
of
specialists
developing
the
addendum
to
the
Science
Education
Standards
on
scientific
inquiry,
and
a
committee
sponsored
by
the
NSF
National
Institute
for
Science
Education
at
the
University
of
Wisconsin-Madison
to
examine
effective
professional
development
strategies
for
science
education.
Mark
St.
John
is
the
founder
and
president
of
Inverness
Research
Associates,
a
small
firm
specializing
in
evaluation,
policy
analysis,
and
technical
assistance.
For
the
past
decade,
Dr.
St.
John
and
his
associates
have
studied
a
wide
variety
of
investments
in
educational
reform,
including
major
professional
development
efforts,
curriculum
development
projects,
assessment
reforms,
and
larger
systemic
change
initiatives.
Over
the
past
5
years,
he
has
been
involved
in
national
studies
of
NSF's
science
education
projects
and
the
national
Eisenhower
program.
He
is
currently
involved
as
an
evaluator
and
provider
of
technical
assistance
to
the
NSF's
Statewide
Systemic
Initiatives.
Karen
Worth
has
been
a
member
of
the
Wheelock
College
faculty
for
over
25
years,
where
she
teaches
early
childhood
and
elementary
education
at
the
graduate
level,
directs
grant
programs
in
science
education,
and
works
as
advisor
and
technical
assistant
with
the
Boston
Public
Schools.
She
served
as
chair
of
the
working
group
on
teaching
standards
for
the
Science
Education
Standards.
She
also
is
a
senior
scientist
at
Education
Development
Center,
Inc.,
in
Newton,
Massachusetts,
where
she
was
principal
investigator
for
the
development
of
the
NSF-supported
Insights
Elementary
Science
Curriculum
and
currently
serves
as
co-director
of
the
NSF
Center
for
Urban
Science
Education
Reform,
which
provides
technical
assistance
and
resources
to
22
urban
school
districts.
She
works
as
a
consultant
and
advisor
to
many
urban
systemic
reform
efforts
and
science
education
programs
nationwide.
Recommended
Resources
Doris,
E.
(1991).
Doing
what
scientists
do:
Children
learn
to
investigate
their
world.
Portsmouth,
NH:
Heinemann.
Driver,
R.
(1983).
The
pupil
as
scientist?
Buckingham,
England:
Open
University
Press.
Driver,
R.,
Guesne,
E.,
and
Tiberghien,
A.
(eds.)
(1985).
Children's
ideas
in
science.
Buckingham,
England:
Open
University
Press.
Drummond,
M.J.
(1994).
Learning
to
see:
Assessment
through
observation.
Pembroke
Publishers.
Duckworth,
E.
(1987).
"The
having
of
wonderful
ideas"
and
other
essays
on
teaching
and
learning.
New
York:
Teachers
College
Press.
Gallas,
K.
(1995).
Talking
their
way
into
science:
Hearing
children's
questions
and
theories,
responding
with
curricula.
New
York:
Teachers
College
Press.
Harlen,
W.
(1996).
The
teaching
of
science
in
primary
schools,
2d
ed.
London:
David
Fulton
Publishers
Ltd.
Harlen,
W.,
and
Jelly,
S.
(1989).
Developing
science
in
the
primary
classroom.
Essex,
England:
Addison
Wesley
Longman
Ltd.
Hein,
G.E.,
and
Price,
S.
(1994).
Active
assessment
for
active
science:
A
guide
for
elementary
school
teachers.
Portsmouth,
NH:
Heinemann.
James,
M.
(1998).
Using
assessment
for
school
improvement.
Oxford:
Heinemann.
Layman,
J.W.,
Ochoa,
G.,
and
Heikkinen,
H.
(1996).
Inquiry
and
learning:
Realizing
science
standards
in
the
classroom.
New
York:
College
Entrance
Examination
Board.
National
Research
Council.
(1999).
Inquiry
and
the
national
science
education
standards:
A
guide
for
teaching
and
learning.
Washington,
DC:
National
Academy
Press.
National
Research
Council.
(1996).
National
science
education
standards.
Washington,
DC:
National
Academy
Press.
Osborne,
R.,
and
Freyberg,
P.
(1985).
Learning
in
science:
The
implications
of
children's
science.
Auckland,
NZ:
Heinemann.
Saul,
W.,
and
Reardon,
J.
(eds.)
(1996).
Beyond
the
science
kit:
Inquiry
in
action.
Portsmouth,
NH:
Heinemann.
Shapiro,
B.L.
(1994).
What
children
bring
to
light:
A
constructivist
perspective
on
children's
learning
in
science.
New
York:
Teachers
College
Press.
Short,
K.G.,
et
al.
(1996).
Learning
together
through
inquiry:
From
Columbus
to
integrated
curriculum.
York,
ME:
Stenhouse
Publishers.
Whitin,
P.,
and
Whitin,
D.J.
(1997).
Inquiry
at
the
window.
Portsmouth,
NH:
Heinemann.
National
Gardening
Association.
Windows
on
the
classroom.
Four-part
series.
Burlington,
VT.
Rosebery,
A.,
and
Warren,
B.
(1996).
Sense
making
in
science.
Three-part
series.
Westport,
CT:
Heinemann.
WGBH
Educational
Programming.
(1999).
Science
K-6:
Investigating
classrooms.
Twelve-part
video
with
supporting
print
publications.
Boston,
MA.
WNET.
(1997).
Just
think:
Problem
solving
through
inquiry.
Six-part
series.
Albany,
NY:
Office
of
Educational
Television
and
Public
Broadcasting.
Zubrowski,
B.,
and
Education
Development
Center,
Inc.
Learning
to
see:
Observing
children's
inquiry
in
science.
Westport,
CT:
Heinemann.
American
Association
for
the
Advancement
of
Science/Benchmarks
for
Science
Literacy:http://project2061.aaas.org/tools/benchol/bolframe.html
Exploratorium
Institute
for
Inquiry:
http://www.exploratorium.edu/IFI/index.html
National
Science
Education
Standards:
http://www.nap.edu/readingroom/books/nses
National
Science
Foundation:
https://www.nsf.gov