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Inquire Within Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

02.12.2013

Verlag

Sage Publications

Seitenzahl

392

Maße (L/B/H)

28/21,6/2,1 cm

Gewicht

1040 g

Auflage

3. Auflage

Sprache

Englisch

ISBN

978-1-4522-9928-0

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

02.12.2013

Verlag

Sage Publications

Seitenzahl

392

Maße (L/B/H)

28/21,6/2,1 cm

Gewicht

1040 g

Auflage

3. Auflage

Sprache

Englisch

ISBN

978-1-4522-9928-0

Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Inquire Within
  • Produktbild: Inquire Within
  • Preface
    A Major Shift in Achieving Scientific Literacy
    What¿s New in the Third Edition?
    Who Should Read This Book?
    Acknowledgments
    About the Author
    Chapter 1. Constructing an Understanding of Science Inquiry
    What the Exploratorium Means by Inquiry
    What the National Science Education Standards Say About Inquiry
    What the National Science Teachers Association Says About Inquiry
    What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Inquiry
    Twelve Beliefs (and Rebuttals) About Inquiry-Based Teaching and Learning
    Inquiry as a Thinking Skill
    "Inquiring With Fruit"
    The Inquiry Cycle
    A Definition of Inquiry
    Inquiry and Scientific Literacy
    Inquiry and the Nature of Science
    Inquiry and Naturalistic Intelligence
    One More Look at Defining Scientific Inquiry
    Questions for Reflection and Discussion
    Chapter 2. Integrating Language Arts and Argumentation Into Science
    The Common Core State Standards and Science: A Natural Pairing
    A Fourth-Grade Integrated Language Arts and Science Lesson on Levers
    The Influence of Media on Children
    What Is a Scientific Argument?
    Parts of an Argument
    Making a Case for Argumentation
    What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Argumentation
    Scaffolding Toward Argumentation
    Verbal Prompts
    Painting a Picture of What Real Scientists Do
    Questions for Reflection and Discussion
    Chapter 3. Choosing to Become an Inquiry-Based Teacher
    Self-Directed Learning
    What¿s Your Instructional Pie?
    Steps in Becoming an Inquiry-Based Teacher
    Monitoring Your Progress
    An Inquiry Self-Assessment Survey
    Your First Try at Inquiry
    The Importance of Modeling
    Making a Commitment
    Building Capacity Through Bugs-o-Copters
    Your IQ: Inquiry Quotient
    Questions for Reflection and Discussion
    Chapter 4. Developing a Mind-Set for Inquiry
    What Is Constructivism?
    The Constructivist Learning Model
    The Conceptual Change Model
    Can I Change My Mind?
    Misconceptions: What You Know May Not Be So
    Where Do Misconceptions Come From?
    Comparing the Earth and the Moon
    How Far Is the Moon?
    Why Teach to Misconceptions?
    Uncovering Misconceptions in Science
    Historical Development of Constructivism
    Constructivism Today
    How Children Learn Science
    Mother Goose as a Scientist
    The Child as a Scientist
    All Things Are Possible
    Questions for Reflection and Discussion
    Chapter 5. Different Approaches for Teaching Through Inquiry
    Why Johnny Can¿t Inquire
    Promoting Student Inquiries
    Invitation to Inquiry
    Demonstrated Inquiries
    Structured Inquiries
    Guided or Teacher-Initiated Inquiries
    Self-Directed or Student-Initiated Inquiries
    The Role of the Teacher for Each Approach
    Guiding Students Into Inquiry
    Investigating Balls and Ramps
    K-W-L Charts
    An Invitation to Inquiry Grid Summary
    Modifying a Traditional Lab Into an Inquiry Investigation
    Two Contrasting Models of Teaching
    The 5E Learning Cycle
    Investigating Mealworms
    The Constructivist Inquiry Cycle
    Effective Inquiry- and Argument-Based Teaching
    Questions for Reflection and Discussion
    Chapter 6. Designing Problem-Solving and Inquiry- and Argument-Based Investigations
    The Myth of the Scientific Method
    How Scientists Use Models in Science
    Scientific Problem Solving
    A Model for Scientific Problem Solving
    The Benefits of Scientific Problem-Solving Activities
    Scientific Problem Solving Versus Inquiry
    Seven Segments of Inquiry
    Differentiated Science Inquiry
    A Pendulum Investigation
    Science Process Skill Stations
    Argument-Based Investigations
    Questions for Reflection and Discussion
    Chapter 7. Managing the Inquiry-Based Classroom
    Making Time for Inquiry and Argumentation
    Avoiding a Lockstep Approach
    Establishing the Right Atmosphere
    Teaching Inquiry to Second Language Learners and Students With Special Needs
    Strategies for Integrating Language Instruction Into Science
    Integrating Inquiry With Technology
    Assessing and Monitoring Your Classroom Management Strategies
    Questions for Reflection and Discussion
    Chapter 8. Developing Effective Questioning Skills for Science Inquiry
    Quality Questions Model Quality Thinking
    Classroom Questions
    Bloom¿s Taxonomy
    Answering Questions and Questioning Answers
    Clarifying, Focusing, Prompting, and Probing Questions
    Expository Questions
    The Interaction of Expository Questioning
    15 Tips for Helping You Frame Your Expository Questions
    The Power of Praise and Positive Reinforcement
    A Three-Step Approach to Better Questioning
    Exploratory Questions
    Why You Can¿t Investigate a "Why" Question
    Recalibrate Your Questioning Skills
    Questions for Reflection and Discussion
    Chapter 9. Assessing Science Inquiry
    The Anxiety Over Testing
    Testing Versus Assessment Versus Evaluation
    Curriculum Alignment
    Assessing Inquiry-Based Science
    Three Categories of Assessment
    Designing Assessments
    Choosing the Right Test
    Differentiated Assessment
    Using a Multiple-Assessment Approach
    Authentic Assessments
    Transitioning to New Assessment Systems
    Questions for Reflection and Discussion
    Chapter 10. Creating a Classroom Culture of Inquiry and Argumentation
    Traditional and Inquiry-Centered Classrooms
    Design Your Inquiry-Centered Classroom
    Students in an Inquiry-Centered Classroom
    Teachers in an Inquiry-Centered Classroom
    Constructing a Graphic Organizer of an Inquiry-Centered Classroom
    Teachers as Agents of Change
    Highly Effective Science Teachers
    Final Thoughts: Your Legacy
    Questions for Reflection and Discussion
    Resource A. Resources for Teachers
    Print Resources on Inquiry- and Argument-Based Teaching
    Print Resources on Designing Inquiry- and Argument-Based Investigations
    Print Resources on Constructivism
    Print Resources on Different Approaches to Science Inquiry
    Print Resources on Science Standards and Reform
    Print Resources on Science Literacy, History of Science, and the Nature of Science
    Print Resources on Demonstrated Inquiries and Discrepant Events
    Print Resources on Second Language Learners
    Print Resources on Effective Questioning Skills
    Print Resources on Assessment
    Online Resources on Inquiry
    Professional Organizations
    Resource B. Lever Lesson Plan
    Resource C. Bottle
    Resource D. Rubric for Becoming an Inquiry-Based Teacher
    Resource E. Inquiry Self-Assessment Response Grids
    Resource F. Inquiry Self-Assessment Summary Matrix
    Resource G. Short-Eared and Long-Eared Bugs-o-Copters
    Resource H. Investigating Oobleck
    Resource I. Seven Segments of Inquiry
    Resource J. How to Make a Cartesian Diver
    Resource K. Touch Squares
    Resource L. 18 Concept Statements
    References
    Index