Description based upon print version of record.

Front Cover; Teaching Science to Every Child; Copyright Page; Contents; Foreword by Gloria Ladson-Billings; Preface; Acknowledgments; Chapter 1. - Forming Commitments to Science Teaching; Chapter Highlights; The Culture of Science; Habits of Mind; Images of Teaching; Teaching for the Purpose of Learning; Science within the School Curriculum; Who Is Included within "Science for All"?; Exploring the Reasons behind Achievement Gaps; A Clear Sense of Culture; Describing a Classroom Using a Cultural Lens; Chapter Summary; Key Terms; Suggested Readings; References.

Chapter 2. - The Nature of ScienceChapter Highlights; Explanation of the Nature of Science; Unpacking Students' Ideas about the Nature of Science; The Empirical Aspect of Scientific Knowledge; The Creativity of Science and Scientific Knowledge; Science as a Social Enterprise; The Tentative Nature of Scientific Knowledge; Scientific Theories: The Power of Science; Science as a Way of Knowing; Nature of Science and Diverse Classrooms; Chapter Summary; Key Terms; Suggested Readings; References; Chapter 3. - Basic Science Process Skills: Observe, Infer, and Classify; Chapter Highlights.

Teaching All Features of ScienceBenefits of Process Skills; Observing; Inferring; Classifying; Creating Visible Classification Systems; Classifying and Cultural Norms; Scientists' Use of Process Skills; More Than Basic Science Process Skills; Chapter Summary; Key Terms; Suggested Readings; References; Chapter 4. - More Basic Science Process Skills: Measure, Predict, and Communicate; Chapter Highlights; Actions of Science as Essential; Measuring; Predicting; Communicating; Process Skills with English Language Learners; Process Skills and Science Standards; The Scientific Worldview.

Experiencing the Scientific WorldviewChapter Summary; Key Terms; Suggested Readings; References; Chapter 5. - Experimenting as a Valuable Way of Doing Science; Chapter Highlights; Scientific Sense-Making through Experimentation; A Classic Experiment: Paper Helicopters; Variables and Constants; Gathering the Data; Summarizing the Data; Which Graph Type to Use When; The Four Question Strategy; Being Realistic about the Mental Challenges; Helping Children Develop Science Identities; Problem Areas in Student Experimentation; Teachers and Textbooks Delivering Wrong Information.

Experimenting without Using the Word HypothesisLanguage Resources for Science Learning; Experimenting is Not the Only Way to Scientific Knowledge; Bringing Texts into Experimentation; Experimenting as a Distinctly Cultural Practice; Chapter Summary; Key Terms; Suggested Readings; References; Chapter 6. - Using Theory to Explain and Understand Science Learning; Chapter Highlights; What Counts as Learning?; What Counts as Science Learning?; The Role of Learning Theory within Science Teaching; A Theory about Modifying Behavior; Learning as the Personal Construction of Knowledge.

Learning as the Social Construction of Knowledge.

Providing timely and practical guidance about teaching science to all students, this text gives particular emphasis to making science accessible to populations who are typically pushed to the fringe - especially students of color and English language learners. Central to this text is the idea that science can be viewed as a culture, including specific methods of thinking, particular ways of communicating, and specialized kinds of tools. By using culture as a starting point and connecting it to effective instructional approaches, this text gives elementary and middle school science teachers.

Available electronically via the Internet.