Review
Unit 1: How Concepts Develop. Unit 2: How Concepts are Acquire. Unit 3: Promoting Young Children's Concept Development through Problem Solving. Unit 4: Assessing the Child's Developmental Level. Unit 5: The Basics of Science. Unit 6: How Young Scientists Use Concepts. Unit 7: Planning for Science. Section II: Fundamental Concepts, Skills, and Activities. Unit 8: Fundamental Skills and Concepts in Science, One to One Correspondence; Number Sense and Counting; Logic and Classifying; Comparing; Shape; Spatial Sense; and Parts and Wholes. Unit 9: Language and Concept Formation. Unit 10: Applying Fundamental Concepts, Attitudes, and Skills, Ordering, Seriation, and Patterning; Measurement: Volume, Weight, Length, Temperature, and Time; and, Interpreting Data Using Graphs. Unit 11: Applications of Fundamental Concepts in Preprimary Science. Unit 12: Higher-Level Activities Used in Science Units and Activities Symbols; Groups and Symbols; Higher-Level Activities, and Concepts Used in Science Units and Activities. Section III: Using Skills, Concepts, and Attitudes for Scientific Investigations in the Primary Grades. Unit 13: Overview of Primary Science, Unit 14: Life Science. Unit 15: Physical Science. Unit 16: Earth and Space Science.
About the Author
Dr. Karen K. Lind is the director of the Center for Mathematics, Science, and Technology at Illinois State University, where she holds a joint appointment as professor of curriculum and instruction, and professor of biological sciences. Dr. Lind is a professor emerita in the Department of Teaching and Learning at the University of Louisville in Kentucky, where she is the recipient of the Distinguished Teaching Professor award. Dr. Lind was elected as National Science Teachers Association (NSTA) Teacher Education Director and served as chair of the NSTA Science Teacher Education Committee. Dr. Lind's career in education has included teaching young children of differing socio-economic backgrounds in a variety of settings.
