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What Is Inquiry? A Framework for Thinking About Authentic Scientific Practice in the Classroom


By: Mark Windschitl, University of Washington
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Details

Type of Product:Book Chapter
Publication Title:Science as Inquiry in the Secondary Setting
Publication Date:1/1/2008
Pages:20
Grade Level:Middle School, High School
See Also:View the full version of this book
View the downloadable PDF version of this book


Description

In this chapter, a framework is suggested for organizing teacher thinking about inquiry and prioritizing the wide assortment of activities teachers typically use to familiarize their students with the processes of science. This framework articulates three families of school science activity. One family represents the core knowledge-building practices of science. A second represents activities that support the core practices in various ways. And a third family of activities—common practices that need to be reconsidered—actually distracts students from meaningful learning. This free selection includes the Table of Contents, Foreword, Preface, and Index.


Ideas For Use

Two vignettes are included in this chapter that illustrate how teachers can infuse critical conversations into an inquiry.The first is of an 8th-grade Earth science teacher using a guided investigation to help his students understand the relative motions of the Earth, Moon, and Sun. The second vignette is based on the experiences of a 10th-grade biology teacher who had her students investigate the local causes of asthma in young people. It represents inquiry that emerges from student interest and is complex in that it has no single right answer.

Additional Info

Intended User Role:Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Learning theory, Professional development, Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:116 KB
Requirements:Requires Adobe Acrobat Reader


National Standards Correlation

This resource has 7 correlations with the National Standards.  
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This resource has 7 correlations with the National Standards.  
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  • 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)
      • Connect and integrate all pertinent aspects of science and science education. (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 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.
      • Focus and support inquiries while interacting with students.
      • Orchestrate discourse among students about scientific ideas.


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