Inquiry and the National Science Education Standards:

A Guide for Teaching and Learning

Author: Committee on the Development of an Addendum to the National Science Education Standards on Scientific Inquiry,National Research Council,Board on Science Education,Division of Behavioral and Social Sciences and Education

Publisher: National Academies Press

ISBN: 0309064767

Category: Education

Page: 224

View: 9748

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Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science--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 for--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.

Classroom Assessment and the National Science Education Standards

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Center for Education,Committee on Classroom Assessment and the National Science Education Standards

Publisher: National Academies Press

ISBN: 9780309132862

Category: Education

Page: 128

View: 4660

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The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.

Teaching High School Science Through Inquiry and Argumentation

Author: Douglas Llewellyn

Publisher: Corwin Press

ISBN: 1452283737

Category: Education

Page: 280

View: 5508

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Proven ways to teach next generation science! To ensure our students achieve scientific literacy, we need to know what works in science teaching. One thing we know for certain: inquiry and argumentation are key. This groundbreaking book for Grades 9–12 addresses the new direction of science standards by emphasizing both inquiry-based and argument-based instruction. Filled with case studies and vignettes, this edition features: Exceptional coverage of scientific argumentation Enhanced chapters on assessment and classroom management Questioning techniques that promote the most learning Activities that emphasize making claims and citing evidence New examples of inquiry investigations New approaches to traditional labs

Everyday Assessment in the Science Classroom

Author: National Science Teachers Association

Publisher: NSTA Press

ISBN: 0873552172

Category: Education

Page: 164

View: 6134

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The second in NSTA’s Science Educator’s Essay Collection, Everyday Assessment is is designed to build confidence and enhance every teacher’s ability to embed assessment into daily classwork. The book’s insights will help make assessment a dynamic classroom process of fine-tuning how and what you teach.

Inquiry and Learning

Realizing Science Standards in the Classroom

Author: John W. Layman

Publisher: College Board

ISBN: N.A

Category: Reference

Page: 60

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This book provides a focused, extended response to the question How does standards-based science instruction look and feel in the classroom? This question is addressed by considering two related issues: (1) "How can teachers cultivate the quality of scientific thinking and understanding defined by standards?" and (2) "How can teachers verify that students have actually attained that level of learning?" The answers emerge from data of several types, including the work and reflection of several experienced science teachers, recent research findings in student cognition and learning, and National Science Education Standards, which help frame the information. Chapters are entitled: (1) "Thinking about Science and Science Teaching"; (2) "Doing Science"; (3) "Understanding Science"; (4) "Teaching Science"; and (5) "Epilogue." Major themes include Science as Inquiry, Higher-Order Thinking Skills, and the Learning Cycle Approach to Instruction. Several case studies are described, including Slime Mold, Bottle Rockets, and Putting Socks on Thermometers. Contains 17 references. (PVD)

Inquire Within

Implementing Inquiry-Based Science Standards in Grades 3-8

Author: Douglas Llewellyn

Publisher: Corwin Press

ISBN: 1452293643

Category: Education

Page: 312

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Offering case studies, ready-to-use lessons, and teacher-friendly materials, this updated edition shows educators how to implement inquiry in the science classroom, incorporate technology, and work with ELLs and special education students.

Encyclopedia of Educational Theory and Philosophy

Author: D. C. Phillips

Publisher: SAGE Publications

ISBN: 1483364755

Category: Education

Page: 952

View: 3967

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Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.

Teaching High School Science Through Inquiry

A Case Study Approach

Author: Douglas Llewellyn

Publisher: Corwin Press

ISBN: 9780761939382

Category: Education

Page: 210

View: 9873

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Acknowledging the importance of national standards, offers case studies, tips, and tools to encourage student curiosity and improve achievement in science.

The Teaching of Science

21st Century Perspectives

Author: Rodger W. Bybee

Publisher: NSTA Press

ISBN: 1936137615

Category: Education

Page: 202

View: 5948

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The Teaching of Science will prove to be thought-provoking and beneficial reading for all members of the science education community as they seek to help students become informed and engaged citizens in the 21st century.

National science education standards

draft for review and comment only

Author: National Research Council (U.S.). National Committee on Science Education Standards and Assessment

Publisher: N.A

ISBN: N.A

Category: Science

Page: N.A

View: 998

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Research and the Quality of Science Education

Author: Kerst Boersma,Martin Goedhart,Onno de Jong,Harrie Eijkelhof

Publisher: Springer Science & Business Media

ISBN: 1402036736

Category: Science

Page: 507

View: 6246

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In August 2003 over 400 researchers in the field of science education from all over the world met at the 4th ESERA conference in Noordwijkerhout, The Netherlands. During the conference 300 papers about actual issues in the field, such as the learning of scientific concepts and skills, scientific literacy, informal science learning, science teacher education, modeling in science education were presented. The book contains 40 of the most outstanding papers presented during the conference. These papers reflect the quality and variety of the conference and represent the state of the art in the field of research in science education.

Embracing Diversity in the Learning Sciences

Proceedings of the Sixth International Conference of the Learning Sciences

Author: Yasmin B. Kafai,William A. Sandoval,Noel Enyedy,Althea Scott Nixon,Francisco Herrera

Publisher: Routledge

ISBN: 1135605025

Category: Education

Page: 256

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More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.

Scientific Inquiry and Nature of Science

Implications for Teaching,Learning, and Teacher Education

Author: Lawrence Flick,N.G. Lederman

Publisher: Springer Science & Business Media

ISBN: 1402026722

Category: Science

Page: 456

View: 8907

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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.

Teaching Science in Elementary and Middle School

A Project-Based Approach

Author: Joseph S. Krajcik,Charlene M. Czerniak

Publisher: Routledge

ISBN: 1136287752

Category: Education

Page: 404

View: 5955

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Teaching Science in Elementary and Middle School offers in-depth information about the fundamental features of project-based science and strategies for implementing the approach. In project-based science classrooms students investigate, use technology, develop artifacts, collaborate, and make products to show what they have learned. Paralleling what scientists do, project-based science represents the essence of inquiry and the nature of science. Because project-based science is a method aligned with what is known about how to help all children learn science, it not only helps students learn science more thoroughly and deeply, it also helps them experience the joy of doing science. Project-based science embodies the principles in A Framework for K-12 Science Education and the Next Generation Science Standards. Blending principles of learning and motivation with practical teaching ideas, this text shows how project-based learning is related to ideas in the Framework and provides concrete strategies for meeting its goals. Features include long-term, interdisciplinary, student-centered lessons; scenarios; learning activities, and "Connecting to Framework for K–12 Science Education" textboxes. More concise than previous editions, the Fourth Edition offers a wealth of supplementary material on a new Companion Website, including many videos showing a teacher and class in a project environment.

More Picture-perfect Science Lessons

Using Children's Books to Guide Inquiry, K-4

Author: Karen Rohrich Ansberry,Emily Rachel Morgan

Publisher: NSTA Press

ISBN: 1933531126

Category: Education

Page: 238

View: 7678

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Using a common format for teaching inquiry-based science, offers fifteen lessons for students in grades K-4 that use picture books to increase understanding of scientific subjects.