1. From the Experiences, Patterns and Explanations: Making school science more like scientists’ science reading, how is school science different from “scientists’ science?”
2. From the Experiences, Patterns and Explanations: Making school science more like scientists’ science reading, why should pattern finding be the focus of inquiry science learning? How can teachers help students identify patterns?
3. From the Experiences, Patterns and Explanations: Making school science more like scientists’ science reading, how would you describe column one of an EPE table? Column two? Column three?
4. From Chapter 3, Foundational Knowledge and Conceptual Change, how does one recognize the knowledge that children bring to school?
5. From Chapter 3, Foundational Knowledge and Conceptual Change, how does one build on this knowledge in ways that specifically support science learning?
6. From Chapter 3, Foundational Knowledge and Conceptual Change, how did Mrs. Faulkner support the students’ conceptual reorganization?