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Edited by: Julie Luft, Randy L. Bell, and Julie Gess-Newsome
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$19.96 - Member Price
$24.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9781933531267 24.95 Science as Inquiry in the Secondary Setting http://www.nsta.org//images/products/shrinked/140/PB216X.jpg
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Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Average Rating: | 
based on 4 reviews |
| Publication Date: | 12/1/2007 |
| Pages: | 149 |
| Stock Number: | PB216X |
| ISBN: | 978-1-93353-126-7 |
| Grade Level: | Middle School, High School |
| Read Inside: | Read a sample chapter: Assessing Science as Inquiry in the Classroom
Click on the Contents tab to read all the chapters |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review] |
Description
It can be a tough thing to admit: Despite hearing so much about the importance of inquiry-based science education, you may not be exactly sure what it is—not to mention how to do it. But now this engaging new book takes the intimidation out of inquiry. Science as Inquiry in the Secondary Setting gives you an overview of what inquiry can be like in middle and high school and explores how to incorporate more inquiry-centered practices into your own teaching.
In 11 concise chapters, leading researchers raise and resolve such key questions as:
• What is inquiry?
• What does inquiry look like in specific classes, such as the Earth science lab or the chemistry lab?
• What are the basic features of inquiry instruction?
• How do you assess science as inquiry?
Science as Inquiry was created to fill a vacuum. No other book serves as such a compact, easy-to-understand orientation to inquiry. It’s ideal for guiding discussion, fostering reflection, and helping you enhance your own classroom practices. As chapter author Mark Windschitl writes, “The aim of doing more authentic science in schools is not to mimic scientists, but to develop the depth of content knowledge, the habits of mind, and the critical reasoning skills that are so crucial to basic science literacy.” This volume guides you to find new ways of helping students further along the path to science literacy.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Scientific habits of mind
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| Intended User Role: | Curriculum Supervisor, High-School Educator, Middle-Level Educator, New Teacher, Teacher |
| Educational Issues: | Achievement, Classroom management, Curriculum, Educational research, Inquiry learning, Learning theory, Professional development, Teacher preparation, Teaching strategies |
Customers who bought this item also bought
National Standards Correlation
This resource has 8 correlations with the National Standards.
[HIDE CORRELATIONS]
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Think critically and logically to make the relationships between evidence and explanations.
- Process Standards for Professional Development
- Research-Based
- 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)
- Design
- Uses learning strategies appropriate to the intended goal. (NSDC)
- 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
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- 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.
Customer Reviews
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Inquiry Explained |
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Reviewed by: Rae McEntyre (Frankfort, KY) on July 18, 2008 |
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Since the first day of my science methods course 15 years ago, I have searched for guidance as to what is inquiry and what it "looks like". When first seeing this book advertised last October (2007), I quickly pre-ordered a copy. When I recieved this book, I devoured every word--it had answered my questions and confirmed my ideas. And printing on pages that mimic a lab journal was a clever idea.
One of the positives of this book is the fact that the term "inquiry" was never defined. Instead the authors of the various chapters, including the vignettes, furnish descriptions and examples, providing the reader with the big picture. I especially liked Windschitl's discussion around the problem of teaching the "scientific method", and how this method we push "promotes experimentation as the only method of investigating the world...." He concludes the chapter with a description of what inquiry looks like in the classroom.
I have tagged, noted, underlined and quoted this book often. I have recommended it to teacher groups and science methods professors/instructors. I would recommend it as for use in a book study among science teachers. Administrators or instructional supervisors would also find this of great benefit as it will give them a feel for what science education looks like. |
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Inquiry Explained |
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Reviewed by: Rae McEntyre (Frankfort, KY) on July 18, 2008 |
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Since the first day of my science methods course 15 years ago, I have searched for guidance as to what is inquiry and what it "looks like". When first seeing this book advertised last October (2007), I quickly pre-ordered a copy. When I recieved this book, I devoured every word--it had answered my questions and confirmed my ideas. And printing on pages that mimic a lab journal was a clever idea.
One of the positives of this book is the fact that the term "inquiry" was never defined. Instead the authors of the various chapters, including the vignettes, furnish descriptions and examples, providing the reader with the big picture. I especially liked Windschitl's discussion around the problem of teaching the "scientific method", and how this method we push "promotes experimentation as the only method of investigating the world...." He concludes the chapter with a description of what inquiry looks like in the classroom.
I have tagged, noted, underlined and quoted this book often. I have recommended it to teacher groups and science methods professors/instructors. I would recommend it as for use in a book study among science teachers. Administrators or instructional supervisors would also find this of great benefit as it will give them a feel for what science education looks like. |
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Science as Inquiry in the Secondary Setting |
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Reviewed by: Katherine B (, ) on July 15, 2008 |
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This book does a good job of explaining the research behind inquiry and does give anecdotal information as well. It didn't apply to as much of the middle school subject matter as I had hoped, but so few books do. My favorite part was a dialog between a teacher and a student during an inquiry lesson. It was dead on what it sounds like and may help a teacher begining inquiry to understand what will happen and how to do deal with it in the classroom. |
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Great inquiry professional development in a book |
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Reviewed by: Ellen (Allendale, MI) on July 15, 2008 |
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As a teacher educator working with pre-service and in-service high school chemistry teachers who are interested in modifying their materials and instruction to be more inquiry-based, this book has served as the most important resource. Often teachers feel that a major overhaul of the curriculum is necessary to implement inquiry. Llewellyn's "baby steps" provide the strategies for making incremental changes to existing classroom activities and make transitioning to inquiry more manageable. Moreover, the book clearly and concisely describes the relevant teaching/learning theory and bridges it to teacher practice, so readers understand the rationale behind the author’s recommendations. As the national and now most state standards call for inquiry-based science programs, teachers need support and effective professional development for meaningful reform to occur. Reading this book is a key first step to implementing inquiry, and it will likely become an important resource in your professional library. |
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