TY - BOOK AU - National Research Council A2 - Holly Rhodes A2 - Michael A. Feder TI - Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary SN - DO - 10.17226/18803 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18803/literacy-for-science-exploring-the-intersection-of-the-next-generation PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - Report 4 on Tracking and Assessing Governance and Management Reform in the Nuclear Security Enterprise SN - DO - 10.17226/25730 PY - 2020 UR - https://nap.nationalacademies.org/catalog/25730/report-4-on-tracking-and-assessing-governance-and-management-reform-in-the-nuclear-security-enterprise PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues AB - The Nuclear Security Enterprise consists of the National Nuclear Security Administration (NNSA) plus a large, distributed system of laboratories, production plants, and other sites that are staffed by personnel working under management and operating contracts. In collaboration with the National Academy of Public Administration, Report 4 on Tracking and Assessing Governance and Management Reform in the Nuclear Security Enterprise evaluates the implementation plan developed by the National Nuclear Security Administration and Department of Energy in response to the FY2016 National Defense Authorization Act, and the subsequent implementation of such plan. The recommendations of this report will guide the NNSA as they reform management culture to a culture of performance, accountability, and credibility that is mission-driven. ER - TY - BOOK AU - National Research Council TI - Determining Core Capabilities in Chemical and Biological Defense Science and Technology SN - DO - 10.17226/13516 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13516/determining-core-capabilities-in-chemical-and-biological-defense-science-and-technology PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues AB - The goal of the U.S. Department of Defense's (DoD's) Chemical and Biological Defense Program (CBDP) is to provide support and world-class capabilities enabling he U.S. Armed Forces to fight and win decisively in chemical, biological, radiological, and nuclear (CBRN) environments. To accomplish this objective, the CBDP must maintain robust science and technology capabilities to support the research, development, testing, and evaluation required for the creation and validation of the products the program supplies. The threat from chemical and biological attack evolves due to the changing nature of conflict and rapid advances in science and technology (S&T), so the core S&T capabilities that must be maintained by the CBDP must also continue to evolve. In order to address the challenges facing the DoD, the Deputy Assistant Secretary of Defense (DASD) for Chemical and Biological Defense (CBD) asked the National Research Council (NRC) to conduct a study to identify the core capabilities in S&T that must be supported by the program. The NRC Committee on Determining Core Capabilities in Chemical and Biological Defense Research and Development examined the capabilities necessary for the chemical and biological defense S&T program in the context of the threat and of the program's stated mission and priorities. Determining Core Capabilities in Chemical and Biological Defense Science and Technology contains the committee's findings and recommendations. It is intended to assist the DASD CBD in determining the best strategy for acquiring, developing, and/or maintaining the needed capabilities. ER - TY - BOOK AU - National Research Council TI - 2013-2014 Assessment of the Army Research Laboratory SN - DO - 10.17226/21675 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21675/2013-2014-assessment-of-the-army-research-laboratory PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues AB - The National Research Council's Army Research Laboratory Technical Assessment Board (ARLTAB) provides biennial assessments of the scientific and technical quality of the research, development, and analysis programs at the Army Research Laboratory, focusing on ballistics sciences, human sciences, information sciences, materials sciences, and mechanical sciences. This report discusses the biennial assessment process used by ARLTAB and its five panels; provides detailed assessments of each of the ARL core technical competency areas reviewed during the 2013-2014 period; and presents findings and recommendations common across multiple competency areas. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Margaret Honey A2 - Heidi Schweingruber A2 - Kerry Brenner A2 - Phil Gonring TI - Call to Action for Science Education: Building Opportunity for the Future SN - DO - 10.17226/26152 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education. Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education. ER - TY - BOOK AU - Institute of Medicine A2 - Steve Olson A2 - Anne B. Claiborne TI - Strengthening a Workforce for Innovative Regulatory Science in Therapeutics Development: Workshop Summary SN - DO - 10.17226/13283 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13283/strengthening-a-workforce-for-innovative-regulatory-science-in-therapeutics-development PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The development and application of regulatory science - which FDA has defined as the science of developing new tools, standards, and approaches to assess the safety, efficacy, quality, and performance of FDA-regulated products - calls for a well-trained, scientifically engaged, and motivated workforce. FDA faces challenges in retaining regulatory scientists and providing them with opportunities for professional development. In the private sector, advancement of innovative regulatory science in drug development has not always been clearly defined, well coordinated, or connected to the needs of the agency. As a follow-up to a 2010 workshop, the IOM held a workshop on September 20-21, 2011, to provide a format for establishing a specific agenda to implement the vision and principles relating to a regulatory science workforce and disciplinary infrastructure as discussed in the 2010 workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Morgan L. Boname A2 - Amanda Wagner Gee A2 - Anne B. Claiborne TI - Advancing the Discipline of Regulatory Science for Medical Product Development: An Update on Progress and a Forward-Looking Agenda: Workshop Summary SN - DO - 10.17226/23438 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23438/advancing-the-discipline-of-regulatory-science-for-medical-product-development PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The field of endeavors known as "regulatory science" has grown out of the need to link and integrate knowledge within and among basic science research, clinical research, clinical medicine, and other specific scientific disciplines whose focus, aggregation, and ultimate implementation could inform biomedical product development and regulatory decision making. Substantial efforts have been devoted to defining regulatory science and communicating its value and role across the scientific and regulatory ecosystems. Investments are also being made in technology infrastructure, regulatory systems, and workforce development to support and advance this burgeoning discipline. In October 2015, the National Academies of Sciences, Engineering, and Medicine held a public workshop to facilitate dialogue among stakeholders about the current state and scope of regulatory science, opportunities to address barriers to the discipline's success, and avenues for fostering collaboration across sectors. Participants explored key needs for strengthening the discipline of regulatory science, including considering what are the core components of regulatory science infrastructure to foster innovation in medical product development. This report summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - Institute of Medicine A2 - Yank Coble A2 - Christine Coussens A2 - Kathleen Quinn TI - Environmental Health Sciences Decision Making: Risk Management, Evidence, and Ethics: Workshop Summary SN - DO - 10.17226/12444 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12444/environmental-health-sciences-decision-making-risk-management-evidence-and-ethics PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies KW - Health and Medicine AB - Environmental health decision making can be a complex undertaking, as there is the need to navigate and find balance among three core elements: science, policy, and the needs of the American public. Policy makers often grapple with how to make appropriate decisions when the research is uncertain. The challenge for the policy maker is to make the right decision with the best available data in a transparent process. The Environmental Health Sciences Decision Making workshop, the first in a series, was convened to inform the Roundtable on Environmental Health Sciences, Research, and Medicine on emerging issues in risk management, "weight of evidence," and ethics that influence environmental health decision making. The workshop, summarized in this volume, included an overview of the principles underlying decision making, the role of evidence and challenges for vulnerable populations, and ethical issues of conflict of interest, scientific integrity, and transparency. The workshop engaged science interest groups, industry, government, and the academic sector. ER - TY - BOOK AU - National Research Council TI - Computer Science: Reflections on the Field, Reflections from the Field SN - DO - 10.17226/11106 PY - 2004 UR - https://nap.nationalacademies.org/catalog/11106/computer-science-reflections-on-the-field-reflections-from-the-field PB - The National Academies Press CY - Washington, DC LA - English KW - Computers and Information Technology KW - Education AB - Computer Science: Reflections on the Field, Reflections from the Field provides a concise characterization of key ideas that lie at the core of computer science (CS) research. The book offers a description of CS research recognizing the richness and diversity of the field. It brings together two dozen essays on diverse aspects of CS research, their motivation and results. By describing in accessible form computer science’s intellectual character, and by conveying a sense of its vibrancy through a set of examples, the book aims to prepare readers for what the future might hold and help to inspire CS researchers in its creation. ER - TY - BOOK AU - Institute of Medicine A2 - Jim E. Riviere A2 - Gillian J. Buckley TI - Ensuring Safe Foods and Medical Products Through Stronger Regulatory Systems Abroad SN - DO - 10.17226/13296 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13296/ensuring-safe-foods-and-medical-products-through-stronger-regulatory-systems-abroad PB - The National Academies Press CY - Washington, DC LA - English KW - Food and Nutrition KW - Health and Medicine AB - A very high portion of the seafood we eat comes from abroad, mainly from China and Southeast Asia, and most of the active ingredients in medicines we take originate in other countries. Many low- and middle-income countries have lower labor costs and fewer and less stringent environmental regulations than the United States, making them attractive places to produce food and chemical ingredients for export. Safe Foods and Medical Products Through Stronger Regulatory Systems Abroad explains that the diversity and scale of imports makes it impractical for U.S. Food and Drug Administration (FDA) border inspections to be sufficient to ensure product purity and safety, and incidents such as American deaths due to adulterated heparin imported from China propelled the problem into public awareness. The Institute of Medicine Committee on Strengthening Core Elements of Regulatory Systems in Developing Countries took up the vital task of helping the FDA to cope with the reality that so much of the food, drugs, biologics, and medical products consumed in the United States originate in countries with less-robust regulatory systems. Ensuring Safe Foods and Medical Products Through Stronger Regulatory Systems Abroad describes the ways the United States can help strengthen regulatory systems in low and middle income countries and promote cross-border partnerships - including government, industry, and academia - to foster regulatory science and build a core of regulatory professionals. This report also emphasizes an array of practical approaches to ensure sound regulatory practices in today's interconnected world. ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - Next Generation Science Standards: For States, By States SN - DO - 10.17226/18290 PY - 2013 UR - https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The print version of Next Generation Science Standards complements the nextgenscience.org website and: Provides an authoritative offline reference to the standards when creating lesson plans Arranged by grade level and by core discipline, making information quick and easy to find Printed in full color with a lay-flat spiral binding Allows for bookmarking, highlighting, and annotating ER - TY - BOOK AU - National Research Council TI - A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas SN - DO - 10.17226/13165 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. ER - TY - BOOK AU - National Research Council A2 - Sarah Michaels A2 - Andrew W. Shouse A2 - Heidi A. Schweingruber TI - Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms SN - DO - 10.17226/11882 PY - 2008 UR - https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science. ER - TY - BOOK AU - National Research Council TI - Future Materials Science Research on the International Space Station SN - DO - 10.17226/5971 PY - 1997 UR - https://nap.nationalacademies.org/catalog/5971/future-materials-science-research-on-the-international-space-station PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology KW - Space and Aeronautics ER - TY - BOOK AU - National Research Council TI - Sea Change: 2015-2025 Decadal Survey of Ocean Sciences SN - DO - 10.17226/21655 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21655/sea-change-2015-2025-decadal-survey-of-ocean-sciences PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - Ocean science connects a global community of scientists in many disciplines - physics, chemistry, biology, geology and geophysics. New observational and computational technologies are transforming the ability of scientists to study the global ocean with a more integrated and dynamic approach. This enhanced understanding of the ocean is becoming ever more important in an economically and geopolitically connected world, and contributes vital information to policy and decision makers charged with addressing societal interests in the ocean. Science provides the knowledge necessary to realize the benefits and manage the risks of the ocean. Comprehensive understanding of the global ocean is fundamental to forecasting and managing risks from severe storms, adapting to the impacts of climate change, and managing ocean resources. In the United States, the National Science Foundation (NSF) is the primary funder of the basic research which underlies advances in our understanding of the ocean. Sea Change addresses the strategic investments necessary at NSF to ensure a robust ocean scientific enterprise over the next decade. This survey provides guidance from the ocean sciences community on research and facilities priorities for the coming decade and makes recommendations for funding priorities. ER - TY - BOOK AU - National Research Council TI - International Science in the National Interest at the U.S. Geological Survey SN - DO - 10.17226/13302 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13302/international-science-in-the-national-interest-at-the-us-geological-survey PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - Science at the U.S. Geological Survey (USGS) is intrinsically global, and from early in its history, the USGS has successfully carried out international projects that serve U.S. national interests and benefit the USGS domestic mission. Opportunities abound for the USGS to strategically pursue international science in the next 5-10 years that bears on growing worldwide problems having direct impact on the United States—climate and ecosystem changes, natural disasters, the spread of invasive species, and diminishing natural resources, to name a few. Taking a more coherent, proactive agency approach to international science—and building support for international projects currently in progress-would help the USGS participate in international science activities more effectively. ER - TY - BOOK TI - Letter Report: Burning Plasma Assessment (Phase 1) DO - 10.17226/10591 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10591/letter-report-burning-plasma-assessment-phase-1 PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - Resources for Teaching Elementary School Science SN - DO - 10.17226/4966 PY - 1996 UR - https://nap.nationalacademies.org/catalog/4966/resources-for-teaching-elementary-school-science PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a "leaf safari" for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching. Educators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.) The guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information. These 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to: Ask questions and find their own answers. Experiment productively. Develop patience, persistence, and confidence in their own ability to solve real problems. The entries in the curriculum section are grouped by scientific area—Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Science—and by type—core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education. Resources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers. Another section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials. The guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents. ER - TY - BOOK AU - Institute of Medicine AU - National Academy of Engineering TI - Resources for Teaching Middle School Science SN - DO - 10.17226/5774 PY - 1998 UR - https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific area—Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type—core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexed—and the only guide of its kind—Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. ER -