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A primary goal of science education is teaching for conceptual understanding. But what does this mean? We argue that teaching for conceptual understanding can and should exist alongside the pressures of testing, “covering the curriculum,” and instructional routines, if we change our beliefs about teaching and learning. This chapter addresses conceptual understanding: what it is and why it is important for teachers.
This free sample chapter also includes the Table of Contents, Preface, Introduction, and Index.