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When students Don’t Talk: Searching for Reasons
Book Chapter |
Mary Bell has taught for 23 years in a large suburban school district near Washington, DC. As an elementary special education and Reading Recovery teacher, she cotaught reading, science, and math as part of an inclusion…
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Evolving Ethical Perspectives in an Eighth-Grade Science Classroom
Book Chapter |
Matthew Ronfeldt’s dissertation as a doctoral candidate in Curriculum and Teacher Education at Stanford University is a crossprofessional study of how professional education supports novice teachers and clinical…
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Student Teaching as Collaboration
Book Chapter |
For teachers who are trying to understand what their students think and how they feel, data can include notes found on the floor after class, the letters they as teachers write to their students, and the e-mails they…
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Collaborative Conversations and Intentional Reflections on Teaching and Learning Physics
Book Chapter |
Dorothy Simpson taught mathematics for 15 years before she started teaching physics at Mercer Island High School near Seattle. Now retired, she is serving as a volunteer at a local elementary school with special…
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Book Chapter |
In some ways, the laboratory safety standards may seem at odds with science laboratory curriculum expectations in an environment attempting to provide for full inclusion of all students. Clearly, not all students will…
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Introduction To Safety In Science
Book Chapter |
This sample chapter provides an overview of general safety practices for the classroom. Topics discussed are Making Adjustments for Mobility- Impaired Students, Laboratory Safety: Welcome Aboard!, Yes, You Need a…
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Introduction to Safety in Science
Book Chapter |
This sample chapter provides an overview of general safety practices for the classroom. Topics discussed are Making Adjustments for Mobility- Impaired Students, Laboratory Safety: Welcome Aboard!, Good-Bye MSDS, Hello…
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What Is Inquiry? A Framework
for Thinking About Authentic
Scientific Practice in the Classroom
Book Chapter |
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…
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Assessing Science as Inquiry in the Classroom
Book Chapter |
Assessments of inquiry should align with what we know about learning and should be balanced and authentic. That is, they should include all the important features of inquiry, not just those easy to assess. This approach…
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Inquiry and Scientific Explanations: Helping Students Use Evidence and Reasoning
Book Chapter |
This chapter describes the importance of scientific explanation in inquiry, common difficulties students have in justifying their claims, and a suggested instructional approach for supporting students in writing…
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Historical Development of Teaching Science as Inquiry
Book Chapter |
This chapter examines four periods in the history of science education. In particular it looks at how societal pressures brought about the teaching of science as inquiry in each period and how educators, cognitive…
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Book Chapter |
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…
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Inquiry in the Chemistry Classroom: Perplexity, Model Testing, and Synthesis
Book Chapter |
Lavoisier's theory of combustion is used as a context for a set of interrelated, inquiry-fostering investigations in a high school chemistry class. Further, this example of chemistry inquiry is used to develop some…
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Field Studies as a Pedagogical Approach to Inquiry
Book Chapter |
By designing and conducting their own field studies, students learn science in a meaningful context, apply scientific knowledge to local environmental issues, use resources within and around the school, and link…
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Creating Coherent Inquiry Projects to Support Students Cognition and Collaboration in Physics.
Book Chapter |
This chapter presents an inquiry template that involves three phases: (1) students observe and reflect on phenomena and make predictions about underlying mechanisms, (2) students gather data to investigate these…
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