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Author: Sandra Puddu
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832545913
Category : Education
Languages : en
Pages : 171
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Book Description
This thesis, an explorative case study, provides insights into the implementation of inquiry-based learning in an authentic classroom. For one year, a teacher was accompanied while implementing inquiry-based learning in a highly diverse class. In doing so, the observations focused on strategies for both scaffolding and dealing with diversity. Additionally, data reflecting students' views of scientific inquiry were gathered. The results show a successive implementation of inquiry-based learning through four phases supported by various scaffolding strategies. The views of scientific inquiry are discussed on both the class and the individual level. Finally, all these findings are brought together to paint a vivid picture of the investigated class. Die vorliegende Arbeit, eine explorative Fallstudie, bietet einen Einblick in ein authentisches Klassenzimmer, in dem Forschendes Lernen eingeführt wurde. Dazu wurde eine Lehrperson ein Jahr lang begleitet. Die Beforschung fokussierte auf Lernbegleitungsstrategien, den Umgang mit Diversität sowie den Sichtweisen der Schülerinnen und Schüler über Naturwissenschaften. Die Resultate zeigen eine schrittweise Einführung von Forschendem Lernen in vier Phasen, begleitet von vielfältigen Lernbegleitungsstrategien. Schließlich werden alle Ergebnisse zusammengeführt, um ein lebendiges Bild des untersuchten Unterrichts und der Personen zu zeichnen.
Author: Sandra Puddu
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832545913
Category : Education
Languages : en
Pages : 171
Get Book
Book Description
This thesis, an explorative case study, provides insights into the implementation of inquiry-based learning in an authentic classroom. For one year, a teacher was accompanied while implementing inquiry-based learning in a highly diverse class. In doing so, the observations focused on strategies for both scaffolding and dealing with diversity. Additionally, data reflecting students' views of scientific inquiry were gathered. The results show a successive implementation of inquiry-based learning through four phases supported by various scaffolding strategies. The views of scientific inquiry are discussed on both the class and the individual level. Finally, all these findings are brought together to paint a vivid picture of the investigated class. Die vorliegende Arbeit, eine explorative Fallstudie, bietet einen Einblick in ein authentisches Klassenzimmer, in dem Forschendes Lernen eingeführt wurde. Dazu wurde eine Lehrperson ein Jahr lang begleitet. Die Beforschung fokussierte auf Lernbegleitungsstrategien, den Umgang mit Diversität sowie den Sichtweisen der Schülerinnen und Schüler über Naturwissenschaften. Die Resultate zeigen eine schrittweise Einführung von Forschendem Lernen in vier Phasen, begleitet von vielfältigen Lernbegleitungsstrategien. Schließlich werden alle Ergebnisse zusammengeführt, um ein lebendiges Bild des untersuchten Unterrichts und der Personen zu zeichnen.
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: Rusty Bresser
Publisher: Stenhouse Publishers
ISBN: 1571109951
Category : Education
Languages : en
Pages : 194
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Book Description
Most important to being a good science teacher is holding the expectation that all students can be scientists and think critically. Providing a thinking curriculum is especially important for those children in diverse classrooms who have been underserved by our educational system. OCo Becoming Scientists. Good science starts with a question, perhaps from the teacher at the start of a science unit or from the children as they wonder what makes a toy car move, how food decomposes, or why leaves change color. Using inquiry science, children discover answers to their questions in the same way that scientists doOCothey design experiments, make predictions, observe and describe, offer and test explanations, and share their conjectures with others. In essence, they construct their own understanding of how the world works through experimentation, reflection, and discussion. Look into real classrooms where teachers practice inquiry science and engage students in the science and engineering practices outlined in the Next Generation Science Standards. Rusty Bresser and Sharon Fargason show teachers how to do the following: Build on students' varied experiences, background knowledge, and readiness; Respond to the needs of students with varying levels of English language proficiency; Manage a diverse classroom during inquiry science exploration; Facilitate science discussions; Deepen their own science content knowledge. As the authors state, Inquiry science has little to do with textbooks and lectures and everything to do with our inherent need as a species to learn about and reflect on the world around us. Join your students on a journey of discovery as you explore your world via inquiry."
Author: Joan C. Fingon
Publisher: Teachers College Press
ISBN: 9780807753453
Category : English language
Languages : en
Pages : 0
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Book Description
This resource guide looks at new classroom-based literacy research that supports all learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Book Features: Descriptions of inquiry-based instruction for the PreK–12 classroom. Examples of classrooms where teachers provide effective instruction for English language learners, including student work samples. Research tools to assist and support teachers in becoming reflective practitioners and planning their own classroom research agenda. Recommendations for changes to policy and instructional practices that will counteract the negative impact of high-stakes testing.
Author: European Commission
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 28
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Book Description
Recoge: 1. Background analysis - 2. Mandate-work carried out - 3. Findings - 4. Recommendations - 5. Conclusion - 6. Appendices.
Author: Susie Miles
Publisher: Routledge
ISBN: 1136912584
Category : Education
Languages : en
Pages : 208
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Book Description
Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as: Who are the learners who are missing out? What evidence do we need in order to understand the barriers faced by these learners? How can we analyse this evidence in order to find effective ways of moving forward? How do we involve others in this process? Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools. Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.
Author: Patrick Blessinger
Publisher: Emerald Group Publishing
ISBN: 1784418471
Category : Education
Languages : en
Pages : 456
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Book Description
This volume covers the many issues and concepts of how IBL can be applied to multidisciplinary programs and serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts.
Author: Eleanor Abrams
Publisher: Information Age Publishing
ISBN:
Category : Education
Languages : en
Pages : 320
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Book Description
The goal of this text is to help you navigate the complex landscape that is inquiry in the science classroom. We focus on inquiry teaching, its various forms and what factors influence its integration into a classroom. We invite you to develop and refine your definitions about scientific inquiry and explore how inquiry might be used to support the success of your students. The introduction will include various definitions of inquiry offered in the research literature accompanied by what we see as useful ways to conceptualize the broad practices that comprise inquiry in the classroom. Following the introduction the six sections of the book each explore factors that influence the use of inquiry in the classroom. Each section begins with one (or more) vignette--snippets of science classrooms. The authors discuss how this vignette demonstrates some aspect of the specific dimension that they are charged with discussing. Because inquiry is so multifaceted and its portrayals are often complex and nuanced, the discussion of the dimension is broken into separate essays-- each of which addresses the focal dimension in different ways. Following the essay, a broader discussion across the essays is offered to support your understanding of inquiry.
Author: Olia E. Tsivitanidou
Publisher: Springer
ISBN: 3319914065
Category : Science
Languages : en
Pages : 284
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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: Joan C. Fingon
Publisher: Teachers College Press
ISBN: 0807753440
Category : Education
Languages : en
Pages : 209
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Book Description
This resource guide looks at new classroom-based literacy research that supports all learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Contributors: Josephine Arce, Diane Brantley, Sandra A. Butvilofsky, Susan Courtney, Gregory J. Cramer, Elizabeth Padilla Detwiler, Virginia Gonzalez, Dana L. Grisham, Shira Lubliner, Jodene Kersten Morrell, Sandra Liliana Pucci, Alice Quiocho, Ambika G. Raj, Richard Rogers
