|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||High School
|Read Inside:||To access transcripts of the Whole-Class Inquiry DVDs, visit the book’s "Extra" page.
The authors have successfully transformed typical high school science classrooms into student-led scientific communities in which learners take ownership of their projects and mimic real-world exploration. Now, in response to requests from science education professionals, they have created the perfect vehicle for implementing and assessing this concept of whole-class inquiry in your classroom. This volume provides first-hand descriptions of Joan Gallagher-Bolos’s aims, observations, and impressions, as well as introspective analysis, as she moves her chemistry class toward the ultimate goal of whole-class inquiry.
In addition, purchasers of the Whole-Class Inquiry: Creating Student-Centered Science Communities e-book will be granted access to a password protected web site to view the accompanying video segments. This website will enable you to watch the subtle details and methods involved in the transformation as the class completes three different projects on-screen
This is a must-have package for preservice and inservice middle and high school science teachers who are interested in exploring, learning to use, and vicariously experiencing this rewarding and proven approach.
|Intended User Role:||Curriculum Supervisor, High-School Educator, Teacher
|Educational Issues:||Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies
About the Authors
Chapter 1 Introduction
Chapter 2 WCI Project 1—Chemistry Concoctions
Chapter 3 WCI Assessments
Chapter 4 WCI Project 2—CanCo
Chapter 5 WCI Project 3—Solutions
Chapter 6 The Impact and Utility of the WCI Curriculum
Chapter 7 Summary
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National Standards Correlation
This resource has 7 correlations with the National Standards.
- Process Standards for Professional Development
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- 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
- Challenge students to accept and share responsibility for their own learning.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Nurture collaboration among students.
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