|Type of Product:||Book Chapter
based on 1 review
|Publication Title:||Science as Inquiry in the Secondary Setting
|Grade Level:||Middle School, High School
|See Also:||View the full version of this book
View the downloadable PDF version of this book
Inquiry experiences in the Earth sciences are often indirect, because direct experimentation, such as is used in the physical sciences, is typically not possible. To support inquiry in the Earth sciences it is important to consider the components of inquiry. In this chapter, a model is described that can guide investigations in the Earth science classroom and addresses these components. Throughout the chapter, different examples are used but most are geologic in nature.
Ideas For Use
Tables featuring samples of Earth science inquiry questions, methods, and solutions are included in this chapter.
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Scientific habits of mind
|Intended User Role:||High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies
|Requirements:||Requires Adobe Acrobat Reader
National Standards Correlation
This resource has 10 correlations with the National Standards.
- Earth Science
- Properties of earth materials
- Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
- Structure of the earth system
- Destructive forces include weathering and erosion. (5-8)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Understandings about scientific inquiry
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Process Standards for Professional Development
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Teaching Standards
- 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.
||Multiple Modes of Inquiry Helping students unders
||Reviewed by: Arlene Jurewicz Leighton on January 9, 2011
||This chapter from the book Inquiry in Earth
Gives a good introduction to modes of inquiry widely used by practicing geoscientists
*the classic laboratory experiment,
*observation of change over time,
*comparison of ancient artifacts with products of active processes,
*observation of variations across space,
*use of physical models
*application of computer models.
Recognizing these modes of inquiry will help students to understand and recognize the processes that geoscientists use that lead to what they are learning in the earth sciences.
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