Answer to Question 1
ANSWER:
Yes. There is a continuum of teaching behaviors that is appropriate in high-quality programs. They range from nondirective to a more teacher-directed approach. It is useful for teachers to demonstrate or direct when information or materials are complex, when the concept is unfamiliar to children, when teaching certain skills, and when communicating new information.
Answer to Question 2
ANSWER: Science as inquiryoffers frequent opportunities for children to question,
investigate, classify, predict, and communicate with others.
Life sciencethe study of living things, people, plants, and animals, including
the functions and parts of living organisms.
Physical sciencethe study of nonliving materials. It includes the study of matter (solids, liquids, and gases) and energy (light, heat, sound, electricity, motion, and magnetism) and their laws, such as gravity and, balance, and chemistry (the science dealing with the composition and transformations of substances)
Earth and space sciencethe study of earth materials, objects in the sky, and changes in the earth and sky. It includes geologythe study of the earth, such as rocks and shells meteorologythe science of weather and atmosphere and astronomythe study of the universe beyond the earths atmosphere, such as the sun, moon, planets, and stars.
Science in personal and social perspectivesexpects children to develop an understanding of personal health, changes in the environments, and ways to conserve and recycle.
Ecologythe relationship between living things and their environment and each
other.
Science and technology focuses on establishing connections between natural and man-made items.
Operant conditioning, also known as trial-and-error learning.
Developmentally appropriate food models
Effects of Learning on Neurogenesis
Slow-Wave Sleep and Learning
Learning through Art: Food Webs
Biology Teacher