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Ms. Smith, a kindergarten teacher, was sharing a Where’s Waldo book with her students. They spent time searching for Waldo and for many other objects in each picture. After this activity Ms. Smith had the students create their own hidden picture pages to share with their peers. A parent in her class was later heard to complain that his child did too many games in school and when were they going to learn real things like science and mathematics? Which of the following is a valid argument for Ms. Smith to give that parent about her Where’s Waldo lesson?
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Ms. Bateman walked into her science class with an inflated balloon and a large needle sticking right through it. The students were intrigued and excited all at once. She asked for their ideas on why they think the balloon didn’t pop. She broke them into groups to determine why the balloon didn’t pop. Which group of students truly understands what it means to be a scientist?
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Which of the following scenarios suggest that the students are engaged in a whole science experience?
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Which of the following is not a finding of the NAEP tests?
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Science
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Three parts of science that need to be remembered to make decisions about what to teach children and how are
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Comparing and contrasting characteristics is an example of
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Which of the following is not necessary for a wholesome, productive learning experience
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Most teachers report that their teaching goal for science should primarily emphasize basic science concepts.
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Science, as defined in our class, consists of science knowledge, processes, and attitudes.
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Attitudes, though important, don’t tend to carry an emotional or intellectual tone that would lead to forming evaluations.
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Science process skills can be divided into two types: basic skills and integrated skills.
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Communication is the primary way children obtain information.
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An understanding of scientific attitudes, process skills, and science knowledge is essential to effective science teaching. Correctly identify the following aspects of science as: A = Attitude, B = Process, or C = Science Knowledge. Objectivity is:
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An understanding of scientific attitudes, process skills, and science knowledge is essential to effective science teaching. Correctly identify the following aspects of science as: A = Attitude, B = Process, or C = Science Knowledge. Generalizations are:
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An understanding of scientific attitudes, process skills, and science knowledge is essential to effective science teaching. Correctly identify the following aspects of science as: A = Attitude, B = Process, or C = Science Knowledge. Observing is:
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An understanding of scientific attitudes, process skills, and science knowledge is essential to effective science teaching. Correctly identify the following aspects of science as: A = Attitude, B = Process, or C = Science Knowledge. Communicating is:
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An understanding of scientific attitudes, process skills, and science knowledge is essential to effective science teaching. Correctly identify the following aspects of science as: A = Attitude, B = Process, or C = Science Knowledge. Curiosity is:
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