Preface -- Prologue -- National Context -- Theoretical Framework -- Change Principles -- Resistance to Change -- Method -- About the Course -- Course Premise -- Flipped Classroom -- Course Scaffolding -- Formats for Sharing Products -- Assignments as Learning Opportunities -- Use of Community -- Variants in Context from Earlier Courses -- Findings about Course Participants -- Experiential Learners -- Student-Student Interactions and Relationships as a Cohort -- Receptivity to Change -- Student-Instructor Interaction: Cause and Effect Deficit -- Following Directions -- Living Student-Centered Schooling -- Students’ Grade Obsession: A Key -- Responses to an A Grade at Mid-Semester -- Interventions -- Attenuating the Grade Obsession: Deconditioning -- Self-Assessment/Self-Evaluation -- Delayed Grading -- Structure of the Mid-Semester “Test” Episode as a Learning Opportunity -- Critical Event Episode -- Accelerating Passage through Stages of Grief -- Responses to Instructor’s Reflections -- Applying Constructed Knowledge: Outcomes after Mid-Semester -- Presentations -- Site Visit Exploration Episode -- Recognize Science Could Be Found Anywhere -- Interactions Created a Productive Community -- Recognizing Benefits of Open Discussion -- Testing Inquiry in Elementary Schools -- Final Unit Plans -- Tying It All Together -- Advice to Future Preservice Teachers -- Change Principles in Action -- Conclusion -- Future Studies -- Epilogue -- Appendix A: Next Generation Science Standards -- Appendix B: Common Core Standards from the National Governors Association & Council of Chief State School Officers (2009) -- Appendix C: The Clash of the Culture of Science and the Culture of Traditional Preservice Students -- Appendix D: More Emphases – Less Emphases NSES Charts -- Appendix E: More Advice to Future Students and Other Student Perspectives -- References -- About the Author. .