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Teaching High School Science Through Inquiry: A Case Study Approach


By: Douglas Llewellyn
$27.96 - Member Price  
$34.95 - Nonmember Price

Details

Type of Product:NSTA Press Book
Average Rating:
 based on 1 review
Publication Date:1/1/2005
Pages:210
Stock Number:PA003X
ISBN:978-0-76193-938-2
Grade Level:High School


Description

Teaching High School Science Through Inquiry offers a complete plan for nurturing a culture of inquiry in classrooms and schools. Drawing from current research, case studies, and personal anecdotes, Llewellyn leads teachers on a personal and professional journey to understanding inquiry-based instruction. Paying close attention to national standards, he shows teachers how to help students:

•Develop an understanding of scientific concepts and the nature of science

•Learn the skills and attitudes necessary to become independent thinkers and inquirers about the natural world

•Identify questions and concepts that guide scientific investigations

•Use logic and evidence to formulate and revise scientific explanations

The American Association for the Advancement of Science, the National Research Council, and the National Science Teachers Association all assert the importance of promoting scientific literacy through the perspectives and methods of inquiry. Teaching High School Science Through Inquiry makes it doable.

Ideas For Use

Each case study will have a similar format. The reader will be introduced to the classroom setting, the teacher and students, the subject area or grade level, and a correlation to the national science standards. All cases will be followed by questions and prompts for reflection, discussion, and analysis. In some cases, an interview with the teacher involved in the study will follow. Other times, additional readings, resources, and Web sites will be recommended for further study.

Additional Info

Science Discipline: (mouse over for full classification)
Communicating
Scientific habits of mind
Using mathematics
Using technology
Intended User Role:Administrator, College/University Professor (preservice science education), Curriculum Supervisor, High-School Educator, Professional Development Provider, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Learning theory, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies

Contents

Preface

A Call for Instructional Reform
Who Should Read This Book?
Contents
Acknowledgments

About the Author

Chapter 1 – Constructing an Understanding of Scientific Inquiry
A Culture of Inquiry
What Science Educators Say About Inquiry
What the National Science Education Standards Say About Inquiry
What the American Association for the Advancement of Science Says About Inquiry
Ten Questions About Inquiry-Based Learning
Looking Beyond

Chapter 2 – Learning About Inquiry Through Case Studies
Scientific Inquiry: A Case Study Approach
A Case Study: Inquiring About Isopods
Resources for Isopods
Questions for Reflection
The Inquiry Cycle
Brainstorming
A Definition of Inquiry

Chaper 3– Developing a Philosophy for Inquiry
What is Constructivism?
Traditional Versus Constructivist Classrooms
Historical Perspectives of Constructivism
Constructivism Today
Metacognition
How Adolescents Learn
The 5E Learning Cycle
Challenges to Creating a Constructivist Classroom Culture

Chapter 4 – Comparing Traditional and Inquiry-Based Science Classrooms
A Traditional Classroom
The Environment of an Inquiry-Based Classroom
Students in an Inquiry-Based Classroom
Teachers in an Inquiry-Based Classroom
Becoming an Inquiry-Based Teacher

Chapter 5 – Integrating Inquiry-Based Activities
Promoting Student Inquiries
Invitation to Inquiry
Demonstrations
Laboratory Experiences and Activities
Teacher-Initiated Inquiries
Student-Initiated Inquiries
Guiding Students Into Inquiry
Extended Inquiries: A Case Study in Bottle Ecosystem
An Interview with Jay Costanza
Questions for Reflection

Chapter 6 – Modifying a Lab Activity Into an Inquiry Investigation
The Role of the Laboratory in Science
New Approaches to Traditional Labs
The Hydrate Lab

Chapter 7 – Managing the Inquiry-Based Classroom
Challenges to Inquiry-Based Teaching
Making Time for Inquiry
Just Tell Me the Answer
Questioning Techniques

Chapter 8 – Assessing Inquiry
The Concern About Assessment
Curriculum Alignment
Designing Assessments
Authentic Assessments

Chapter 9 – Teaching Biology Through Inquiry
Investigating Yeast
An Interview With Dr. Dina Markowitz and Jana Penders
Questions for Reflection

Chapter 10 – Teaching Earth Science Through Inquiry
Toilet Paper Timeline
An Interview With Dr. Tom O’Brien
Questions for Reflection

Chapter 11 – Teaching Chemistry Through Inquiry
The Peanut Lab
An Interview With Teresa Gerchman
Questions for Reflection

Chapter 12 – Teaching Physics Through Inquiry
Measuring Centripetal Force
An Interview With George Wolfe
Questions for Reflection

Chapter 13 – Reflecting on a Teaching Career
The Story of Mr. Baker

Resource A: Inquiry Resources for High School Science Teachers

Print Resources on Inquiry
Print Resources on Inquiry Investigations
Print Resources on Constructivism
Print Resources on Science Standards and Science Literacy
Print Resources on Demonstrations and Discrepant Events
Print Resources on Assessment
Print Resources on General Science Areas
Multimedia Resources on Inquiry
Online Resources on Inquiry
Professional Organizations

References

Index


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National Standards Correlation

This resource has 14 correlations with the National Standards.  
[VIEW CORRELATIONS]

This resource has 14 correlations with the National Standards.  
[HIDE CORRELATIONS]

  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Design and conduct a scientific investigation.
      • Think critically and logically to make the relationships between evidence and explanations.
      • Identify questions and concepts that guide scientific investigations. (9-12)
      • Use technology and mathematics to improve investigations and communications. (9-12)
      • Formulate and revise scientific explanations and models using logic and evidence. (9-12)
      • Communicate and defend a scientific argument. (9-12)
  • Process Standards for Professional Development
    • Research-Based
      • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
    • Design
      • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
    • Learning
      • 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
      • Focus and support inquiries while interacting with students.
      • Challenge students to accept and share responsibility for their own learning.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Use multiple methods and systematically gather data about student understanding and ability.
    • 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.


Customer Reviews
Works for me!
  Reviewed by: Michelle (San Jose, CA) on July 15, 2008
  At the secondary level we are often forgotten -and have to morph elementary inquiry resources to apply them to our students. This book did a nice job of addressing Inquiry at an older student level. The practical aspect of a case study approach plus the how to made this book a worthy buy.

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