Challenges educators to reconsider the approaches used to support student learning in the classroom. This thought-provoking volume presents research evidence to support arguments and provides teachers with frameworks within which they can embed new approaches in ways that support student development in academic and transferable contexts.
Challenges educators to reconsider the approaches used to support student learning in the classroom. This thought-provoking volume presents research evidence to support arguments and provides teachers with frameworks within which they can embed new approaches in ways that support student development in academic and transferable contexts.
Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students' interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC), her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.
Inhaltsangabe
Chapter 1: Inquiry-based science BACKGROUND INQUIRY-BASED SCIENCE USING INQUIRY-BASED SCIENCE TO CHALLENGE THINKING Cooperative Learning Activities Strategies to help students learn to work cooperatively together Group size Group composition. Type of task Individual reflection activity Group's Action Plan Characteristics of Complex Tasks CHALLENGES IMPLEMENTING INQUIRY-BASED SCIENCE CHAPTER SUMMARY ADDITIONAL READINGS Chapter 2: Visual, embodied and language representations in teaching inquiry based-science: A case study INTRODUCTION TYPES OF REPRESENTATIONS Purpose of the case study METHOD Context for the study Inquiry-based science unit Data collection Teacher measures RESULTS AND DISCUSSION The inquiry-based science lessons Lesson 1: Engage Lesson 2: Explore Lesson 3: Explain Lesson 4: Elaborate Lesson 5: Evaluate CHAPTER SUMMARY ADDITIONAL READINGS Chapter 3: Developing scientific literacy INTRODUCTION BACKGROUND SCIENTIFIC LITERACY Questions that challenge children's understandings Question Stems and Cognitive Processes The discourse of science Encouraging audience participation Linguistic Tools that promote student discussion Accountable Talk Exploratory Talk Philosophy for Children (P4C) CHAPTER SUMMARY ADDITIONAL READINGS Chapter 4: Promoting scientific discourse INTRODUCTION DIALOGIC TEACHING Example of Dialogic Teaching Dialogic interactions in a cooperative group setting STRATEGIES TO PROMOTE DIALOGIC INTERACTIONS DIALOGIC STRATEGIES FOR STUDENTS Critical Thinking Skills CHAPTER SUMMARY ADDITIONAL READINGS Chapter 5: Structuring cooperative learning to promote social and academic learning INTRODUCTION COOPERATIVE LEARNING BENEFITS OF COOPERATIVE LEARNING Advantages of small, cooperative group instruction Types of cooperative learning groups KEY ELEMENTS IN COOPERATIVE LEARNING Skills that Facilitate Interpersonal Communication STRATEGIES FOR CONSTRUCTING COOPERATION IN GROUPS STRATEGIES FOR ASSESSING COOPERATIVE LEARNING CHAPTER SUMMARY ADDITIONAL READINGS Chapter 6: The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing students' reasoning, problem-solving and learning INTRODUCTION THE SOLO TAXONOMY FIVE LEVELS OF THE SOLO TAXONOMY INTENDED LEARNING OUTCOMES Examples of the increasing complexity in students' language: Using the SOLO Taxonomy CHAPTER SUMMARY ADDITIONAL READINGS
Chapter 1: Inquiry-based science BACKGROUND INQUIRY-BASED SCIENCE USING INQUIRY-BASED SCIENCE TO CHALLENGE THINKING Cooperative Learning Activities Strategies to help students learn to work cooperatively together Group size Group composition. Type of task Individual reflection activity Group's Action Plan Characteristics of Complex Tasks CHALLENGES IMPLEMENTING INQUIRY-BASED SCIENCE CHAPTER SUMMARY ADDITIONAL READINGS Chapter 2: Visual, embodied and language representations in teaching inquiry based-science: A case study INTRODUCTION TYPES OF REPRESENTATIONS Purpose of the case study METHOD Context for the study Inquiry-based science unit Data collection Teacher measures RESULTS AND DISCUSSION The inquiry-based science lessons Lesson 1: Engage Lesson 2: Explore Lesson 3: Explain Lesson 4: Elaborate Lesson 5: Evaluate CHAPTER SUMMARY ADDITIONAL READINGS Chapter 3: Developing scientific literacy INTRODUCTION BACKGROUND SCIENTIFIC LITERACY Questions that challenge children's understandings Question Stems and Cognitive Processes The discourse of science Encouraging audience participation Linguistic Tools that promote student discussion Accountable Talk Exploratory Talk Philosophy for Children (P4C) CHAPTER SUMMARY ADDITIONAL READINGS Chapter 4: Promoting scientific discourse INTRODUCTION DIALOGIC TEACHING Example of Dialogic Teaching Dialogic interactions in a cooperative group setting STRATEGIES TO PROMOTE DIALOGIC INTERACTIONS DIALOGIC STRATEGIES FOR STUDENTS Critical Thinking Skills CHAPTER SUMMARY ADDITIONAL READINGS Chapter 5: Structuring cooperative learning to promote social and academic learning INTRODUCTION COOPERATIVE LEARNING BENEFITS OF COOPERATIVE LEARNING Advantages of small, cooperative group instruction Types of cooperative learning groups KEY ELEMENTS IN COOPERATIVE LEARNING Skills that Facilitate Interpersonal Communication STRATEGIES FOR CONSTRUCTING COOPERATION IN GROUPS STRATEGIES FOR ASSESSING COOPERATIVE LEARNING CHAPTER SUMMARY ADDITIONAL READINGS Chapter 6: The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing students' reasoning, problem-solving and learning INTRODUCTION THE SOLO TAXONOMY FIVE LEVELS OF THE SOLO TAXONOMY INTENDED LEARNING OUTCOMES Examples of the increasing complexity in students' language: Using the SOLO Taxonomy CHAPTER SUMMARY ADDITIONAL READINGS
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