ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes what is meant by the term science practice. It discusses how experts do science, the practices they employ, and the ways they think about science. The book also describes how the student views science, the wide gulf between the student and the expert, and how "traditional" teaching can actually reinforce novice views of science and bad practices. It also discusses classroom-based cognitive apprenticeship as a framework teacher can use to teach science practice to their students. The book examines how to define learning goals, build learning experiences, and what to look for in student work as markers for success. It outlines how teacher can assess their students' growth as science practitioners by providing a framework for developing an entire assessable Next Generation Science Standards-based curriculum in their domain.
