Teaching Scientific Inquiry PDF Download
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Author:
Publisher: BRILL
ISBN: 9460911455
Category : Education
Languages : en
Pages : 380
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Book Description
What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for “Enhanced Scientific Method”, “Extended Immersion Units of Instruction”, and “Teacher Professional Development Models”. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume’s recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in ‘science studies’ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and ‘learning sciences’ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children’s learning and the nature of science.
Author: Lawrence Flick
Publisher: Springer Science & Business Media
ISBN: 1402026722
Category : Science
Languages : en
Pages : 458
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Book Description
This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
Author:
Publisher: BRILL
ISBN: 9460911455
Category : Education
Languages : en
Pages : 380
Get Book Here
Book Description
What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for “Enhanced Scientific Method”, “Extended Immersion Units of Instruction”, and “Teacher Professional Development Models”. The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume’s recommendations provocative and insightful. Twentieth century scientific advances with new tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in ‘science studies’ disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and ‘learning sciences’ are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children’s learning and the nature of science.
Author: James Jadrich
Publisher: NSTA Press
ISBN: 193695995X
Category : Education
Languages : en
Pages : 253
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Book Description
Science teacher educators, curriculum specialists, professional development facilitators, and KOCo8 teachers are bound to increase their understanding and confidence when teaching inquiry after a careful reading of this definitive volume. Advancing a new perspective, James Jadrich and Crystal Bruxvoort assert that scientific inquiry is best taught using models in science rather than focusing on scientistsOCO activities."
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223
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Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Author: Olia E. Tsivitanidou
Publisher: Springer
ISBN: 3319914065
Category : Science
Languages : en
Pages : 277
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Book Description
This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
Author: Robyn M. Gillies
Publisher: CRC Press
ISBN: 1000036316
Category : Education
Languages : en
Pages : 92
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Book Description
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309089506
Category : Education
Languages : en
Pages : 265
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Book Description
How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
Author: Joel E. Bass
Publisher: Pearson Prentice Hall
ISBN: 9780131599499
Category : Science
Languages : en
Pages : 0
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Book Description
Research tells us that an inquiry approach to science teaching motivates and engages every type of student, helping them understand science's relevance to their lives, as well as the nature of science itself. Teaching Science as Inquiry demonstrates a manageable way for new and experienced teachers to bring inquiry successfully into the science classroom through a 2-part structure: Methods for Teaching Science as Inquiry and Activities for Teaching Science as Inquiry. The Methods portion scaffolds concepts and illustrates instructional models to help readers understand the inquiry approach to teaching. The Activities portion follows the 5-E model (Engage, Explore, Explain, Elaborate, Evaluate), a Learning Cycle model introduced in the methods chapters that reflects the NSES Science as Inquiry Standards. With a new theme of "accountable inquiry," this leading methods text has a renewed focus on assessment (focusing on backwards planning, aligning objectives with assessments, and how to develop understanding of concepts that appear on standardized tests throughout the process of inquiry).
Author: Pamela Fraser-Abder
Publisher:
ISBN: 9780205569557
Category : Learning, Psychology of
Languages : en
Pages : 0
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Book Description
Written for teachers of grade levels K-2, Teaching Emerging Scientists: Fostering Scientific Inquiry with Diverse Learners in Grades K-2 assists in developing, implementing and evaluating inquiry-based science teaching and improving young children's science learning. Research on science education and professional development--conducted by the author for over two decades--provides the foundation for this research-based, yet practical and friendly professional development book. Research shows that by the end of the third grade, a deep interest in science sometimes fades from lack of nurturing on the part of teachers, parents and the community. The Teaching Emerging Scientists title implies a call to action to teachers as they guide their young students on a journey to scientific literacy, while fostering their interest and participation in science. This book provides both knowledge about science content and process, curriculum, instruction and pedagogy as well as a venue for personal examination so that teachers may leave this professional development experience as a confident science teacher. The author shares practical strategies and points teachers in the direction of potential activities and resources for use in the classroom and to help expose students to the informal world of science and to the surrounding community, which contains numerous, often free, resources for teaching science.
Author: Stephen DeMeo
Publisher: Educe NY
ISBN: 0983712042
Category : Education
Languages : en
Pages : 197
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Book Description
The notion of Inquiry is often difficult for a science teacher to get a handle on. What is it exactly? And how can a teacher perform an inquiry lesson? This book begins by exploring this concept, then challenges the reader in an unconventional manner to take a stand about how they teach science. Step by step instructions are given to help the novice as well as the experienced middle and high school teacher to effectively conduct inquiry lessons. This book is linked to over six hours of video - providing teachers with model inquiry lessons in biology, chemistry, physics and earth science. Additionally, video-based evaluative guidelines are included to help teachers reflect on their instruction and improve how they conduct inquiry lessons. Coupling a clearly articulated process of doing inquiry, with video and self-assessment, science teachers will be empowered to take their instruction to the next level, and by so doing facilitate their students' understanding of science. (Please note that links within this book must be copied and pasted into your browser to function correctly.)
