Details
| Type of Product: | Book Chapter |
| Average Rating: | 
based on 2 reviews |
| Publication Title: | Science as Inquiry in the Secondary Setting |
| Publication Date: | 1/1/2008 |
| Pages: | 12 |
| Grade Level: | Middle School, High School |
| See Also: | View the full version of this book
View the downloadable PDF version of this book
|
Description
Secondary school students typically believe that scientific inquiry begins with a direct observation of the natural world and that scientific laws and theories become apparent from these observations. In reality, observation provides only highly inferential access to knowledge, and all scientific knowledge, including the seemingly simple ideas, is hard-won. The purpose of this chapter is to show how student understanding of science concepts can be enhanced through concerted attention to interpretation and argumentation, which are at the core of scientific inquiry.
Ideas For Use
Paying close and detailed attention to the interpretation and argumentation that underwrite even the most taken-for-granted scientific facts is one means for promoting healthy levels of skepticism and for avoiding credulity—in short, for teaching scientific inquiry.
Additional Info
|
Science Discipline:
(mouse over for full classification)
|
Communicating
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 |
Technical
| Resource Format: | application/pdf |
| Size: | 375 KB |
| Requirements: | Requires Adobe Acrobat Reader |
National Standards Correlation
This resource has 10 correlations with the National Standards.
[HIDE CORRELATIONS]
- 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.
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Communicate and defend a scientific argument. (9-12)
- Understandings about scientific inquiry
- Scientists review and ask questions about the results of other scientists' work. (K-4)
- Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. (5-8)
- Process Standards for Professional Development
- 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.
Customer Reviews
|
Teaching students to think critically |
| |
Reviewed by: on January 14, 2013 |
| |
The point of the chapter is to provide an example, which can be modified by teachers of different subject, of how to provide students with an example of critically examining what we know and why we know it through the process of interpreting evidence and providing logical arguments for and against a model based on this evidence. While this could be done in an ongoing inquiry activity, this example asks students to look at one of the grounding models in science, the rotation of the Earth vs. the heavens, and suggests additional examples from other science content areas. It does a fairly good job of introducing the process and defining the terminology used. |
|
Great start to thinking about argumentation |
| |
Reviewed by: Wendy R (Pocatello, ID) on May 25, 2011 |
| |
Scientific disagreement and argumentation is a skill as well as a "habit of mind" that our students need to learn. This chapter discusses the place of interpretation and argumentation within an example of extended inquiry, discussing the argumentation/reasoning skills necessary. |
If you wish to add your review, click here.