Often they begin by working with the process skills of science, observing, questioning, predicting, interpreting, communicating, etc. Teachers model the skills students need to allow process understanding to grow: they model questioning, use planning templates, introduce reflective thinking, and emphasize de-briefing and group-sharing skills.
(they; introduce; reflective thinking) (they; use; planning templates) Context(they use,List([214, 241))):(they; use planning; templates) (they; model questioning; ) Context(they model questioning,List([214, 236))):(they; begin; by working with the process skills of science, observing, questioning, predicting, interpreting, communicating, etc.; T:Often) Context(they begin they model questioning,List([6, 236))):(they; begin by working; with the process skills of science) Context(they model questioning,List([214, 236))):(Teachers; model; students need to allow process understanding to grow) Context(Teachers model they model questioning,List([134, 236))):(students; need; to allow process understanding to grow) Context(Teachers model students need they model questioning,List([134, 236))):(students; need to allow; process understanding to grow) Context(Teachers model students need to allow they model questioning,List([134, 236))):(process understanding; to grow; ) (they; emphasize; de-briefing and group-sharing skills)
they use,List([214, 241)) they model questioning,List([214, 236)) they begin they model questioning,List([6, 236)) they model questioning,List([214, 236)) Teachers model they model questioning,List([134, 236)) Teachers model students need they model questioning,List([134, 236)) Teachers model students need to allow they model questioning,List([134, 236))
they they they they they they Teachers students students process understanding they
introduce use use planning model questioning begin begin by working model need need to allow to grow emphasize
reflective thinking
planning templates
templates
by working with the process skills of science, observing, questioning, predicting, interpreting, communicating, etc. T:Often
with the process skills of science
students need to allow process understanding to grow
to allow process understanding to grow
process understanding to grow
de-briefing and group-sharing skills