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1. It has been found that, in dealing with young children, investigating is much more important than the knowledge that
comes from investigating.
a. True
b. False
2. Both the child and the scientist investigate to enjoy.
a. True
b. False
3. Formal science experiences are planned by the teacher.
a. True
b. False
4. Most informal science activities occur in the laboratory.
a. True
b. False
5. Incidental science cannot be planned.
a. True
b. False
6. The National Science Education Standards present requirements of curriculum for students in kindergarten through
8th grade.
a. True
b. False
7. The discovery/science center is a center where children look at objects.
a. True
b. False
8. “Environment”referstohumanmadeandnaturalthingsthatchildrenmeetintheirsurroundings.
a. True
b. False
9. Ecology is the study of living elements of an environment.
a. True
b. False
10. The best way for young children to learn about animals is to have the animals in the classroom.
a. True
b. False
11. The National Science Education Standards present a curriculum of what students in kindergarten through 12th grade
need to know and understand to be able to be scientifically literate.
a. True
b. False
12. Understanding is not an important part of science because the process is more important than the understanding.
a. True
b. False
13. Creativity is better served by informal than formal science.
a. True
b. False
14. Formal science experiences planned by the teacher are not as effective as incidental science experiences.
a. True
b. False
15. Unplanned science opportunities are called incidental science experiences.
a. True
b. False
16. Discovery walks need to be a regular part of your curriculum.
a. True
b. False
17. Art and science are often difficult to correlate in lesson plans.
a. True
b. False
18. Inquiry-based learning is another term for formal science.
a. True
b. False
19. Inquiry-based learning is an approach to learning that involves a process of exploring the natural world that leads to
new science curriculum in schools.
a. True
b. False
20. Inquiry-based learning involves open-ended questions and exploring.
a. True
b. False
21. Listeningtoothers’insightsandopinionsandlearninghowtoquestionthemarekeyskillstaughtinaninquirybased
classroom.
a. True
b. False
22. The study of animals is:
a. consistent with the National Science Education Standards.
b. not covered in the National Science Education Standards.
c. not possible for children with allergies.
d. none of the above.
23. The discovery center:
a. is not a center where children just look at objects.
b. should have things for the children to do.
c. is similar to a laboratory.
d. is best situated near a good light source.
24. In formal science activities
a. children plan their own learning experiences.
b. children work in a laboratory setting.
c. younger children need clearly-defined steps.
d. older children need clearly-defined steps.
25. An example of an experience in ecology is:
a. a coloring book on saving our rain forests.
b. recycling materials in the classroom.
c. an experiment with magnets.
d. using disposable paper towels.
26. A starting point for learning about ecology is:
a. a lecture on plant life.
b. an experiment to test the weight of objects.
c. getting young children outdoors to touch and experience nature.
d. none of the above.
27. Incorporating the subject of ecology into the early childhood curriculum:
a. is not appropriate for very young children.
b. is endorsed in the National Science Education Standards.
c. is best done in an outdoor setting.
d. canbeaccomplishedwithgoodchildren’ssciencebooks.
28. Having pets in the classroom:
a. helps children learn to appreciate the functional physical characteristics of animals.
b. is not possible with children who have allergies.
c. is generally not worth the trouble.
d. works best with short-term pets.
29. Some good outdoor science activities include:
a. painting at easels, gardening, and reading science books.
b. gardening, listening to sounds, cloud watching, and sky watching.
c. gardening, listening to music, and painting.
d. painting at easels, listening to music, and painting.
30. Plants in the classroom:
a. are available in the growing season.
b. work best in the spring.
c. provide experiences in classification.
d. can be grown to be eaten and provide experiences in classification.
31. Science provides young children:
a. learning by doing.
b. transfer of learning.
c. the chance to exercise creative abilities.
d. all of the above.
32. Inquiry-based learning is a term often used when discussing:
a. formal science for preschoolers.
b. informal science.
c. investigating to gather information.
d. exploring the world.
33. Some ways to promote inquiry-based learning in the early childhood classroom include:
a. plan exciting science lessons and include outdoor science activities.
b. schedule outdoor science activities and plan a series of good questions.
c. ask open-ended questions and validate prior knowledge.
d. validate prior knowledge and base activities on national science standards.
34. In inquiry-based learning, the teacher encourages children to:
a. memorize basic science concepts.
b. look closely and notice details.
c. answer as quickly as possible.
d. all of the above.
35. What are formal science activities?
36. Describe the benefit of incidental science experiences.
37. What is the connection between aesthetic development and science?
38. What is the teacher's role in discovering nature?
39. Define ecology.
