By: Brian Hand, Lori Norton-Meier , Jay Staker, and Jody Bintz
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Negotiating Science: The Critical Role of Argument in Student Inquiry
|Type of Product:||Acquired Book
|Grade Level:||Middle School, High School
The best way to transform students’ scientific thinking is by transforming their science writing. Writing is thinking and with Negotiating Science you’ll move from rote procedures to the kind of writing that real scientists do. Your students will learn to negotiate meaning from the results of their work and to argue for their ideas—posing questions, documenting evidence, making claims, and sharing data. Perfect for science notebooks!
Leading you through an argument-based approach to science writing that is grounded in highly effective practices, Negotiating Science:
• demonstrates what good science arguments look like through student samples.
• models and supports top-notch instruction through teaching tools and templates adaptable to any classroom.
• contains guidelines that make assessment seamless and manageable.
• includes “Have a Go” activities help you make the transition from traditional science writing to argument-based writing.
Best of all, the writing Negotiating Science advocates can support your school’s nonfiction and content-area writing goals.
Give students the chance to deepen their connection to science by writing for authentic purposes. See the dramatic difference it makes when students negotiate the meaning of concepts and content the way real scientists do. All while you meet schoolwide writing objectives. Read Negotiating Science and unlock the power of writing in your science classroom.
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Scientific habits of mind
|Intended User Role:||Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Inquiry learning, Professional development, Teacher preparation, Teaching strategies
Introduction: It’s All About Learning
I. Examining Teaching in the Service of Learning
1. Introduction to the Science Writing Heuristic (SWH) Approach
2. What Do We Have to Know? (Theory and Practice)
3. Teaching Skills Key to the SWH Approach
4. Writing in the Science Classroom
II. Examining the Science Writing Heuristic Approach
5. Getting Started with the SWH Approach
6. Questions, Investigations, and Justifying Claims with Evidence
7. Reading and Reflection
8. Wrapping Up an SWH Unit: The Summary-Writing Experience
III. Examining Our Own Practice
9. Measuring Your Progress
10. Frequently Asked Questions and Benefits of the SWH Approach
Have a Go Appendix
A. The Start of Your Journey
B. Your Teacher Voice
C. Aligning Learning and Teaching
D. Negotiating Your Own Meaning
E. Examining Conceptual Frameworks
F. Management vs. Teaching
G. Custom Professional Development Program Design
H. What Do You and Your Students Think about Teaching and Learning?
I. Student Questions
J. Using Questions to Guide Discussion
K. Making Claims, Providing Evidence
L. Assessing Student Writing
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National Standards Correlation
This resource has 11 correlations with the National Standards.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Communicate investigations and explanations.
- Think critically and logically to make the relationships between evidence and explanations.
- Communicate and defend a scientific argument. (9-12)
- Process Standards for Professional Development
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Orchestrate discourse among students about scientific ideas.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
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