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Teaching Inquiry Science in Middle and Secondary Schools

Published on Sep 17, 2009
Anton E. Lawson41
Estimated H-index: 41
Abstract
Part I. The Nature of Science 1. Educational Goals and The Nature of Science Inquiry Exploring Instructional Alternatives The Goals of American Education How Science Is Practiced Testing Hypothesis Using Experiments Basic and Applied Research 2. The Nature of Scientific Theories The Greek Four-Material Theory The "Discovery" of Oxygen Description Versus Explanation: Why Do Objects Fall? Proof and Disproof The Elements of Scientific Discovery How Do Science and Religion Differ? Part II. Student Thinking, Development, and Learning 3. How Students Think Exploring Student Reasoning How Do Student Responses Relate to Intellectual Development? Is There A Fifth State? Why Developmental Stages Are Important to Teachers 4. Developing and Learning Different Types of Knowledge Developing Procedural Knowledge Provoking Self-Regulation In The Classroom Why Does State "Retardation" Occur? Learning Declarative Knowledge Provoking Development and Learning In The Classroom Teaching for Development and Learning Part III. Elements of Inquiry Instruction 5. The Origins And Outcomes of Inquiry Instruction A Brief History of Science Instruction Outcomes of Inquiry Instruction 6. Inquiry Instruction Exploring Instructional Alternatives Types of Learning Cycles How Do Learning Cycles Relate to Doing Science? Using Textboks to Introduce New Terms 7. Planning For Inquiry Questions to Consider Preparing Good Lesson Plans 8. Technology, Labs, and Safety in the Inquiry Classroom Classroom Technology Labs in the Inquiry Classroom Lab Safety and Organism Use Part IV. Instructional Strategies 9. Demonstrations, Lectures, Discussions, and Field Trips Demonstrations Lectures Discussions Field Trips 10. Managing the Inquiry Classroom Classrooms Rules and Procedures Solving Management Problems The Classroom Management Survey 11. Inquiry Instruction and Diverse Learners Strategies for English Language Learners Avoiding Gender Bias Students With Learning Disabilities Meeting the Needs of Gifted Students Selecting and Using a Textbook for Diverse Learners 12. Curriculum Development Types of Concepts Conceptual Systems Inititating and Sequencing Units Teaching the Ecosystem Conceptual System Scheduling Learning Cycles Integrating Technological and Societal Issues 13. Assessing Student Progress Types of Assessment Anticipating and Reducing Bias Assigning Grades Developing Effective Exams Bloom's Taxonomy of Educational Objectives Using Exams to Encourage Self-Regulation Developing and Scoring Essay Exams Using Homework Problems to Encourage Self-Regulation Using Written Assignments to Encourage Self-Regulation Part V. Professional Induction and Development 14. Helping More Teachers Use Inquiry Inquiry Doesn't Take Too Much Time and Energy Inquiry Can "Cover" Enough Material Reading Inquiry Textbooks Can Be Easier Risk Is Not Too High Concrete Thinkers Can Inquire Students Don't Waste Too Much Time Old "Dogs" Can Learn New "Tricks" Inquiry Is Flexible Inquiry Increases Comfort Inquiry Is Not Too Expensive Using the RTOP to Measure and Improve Inquiry Teaching 15. Professional Development Professional Development Standards Good Teaching Really Matters Conducting Action Research in Your Classroom
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Published on Apr 1, 2018in Research in Science Education 1.38
David Schuster3
Estimated H-index: 3
(WMU: Western Michigan University),
William W. Cobern19
Estimated H-index: 19
(WMU: Western Michigan University)
+ 2 AuthorsBrandy Pleasants1
Estimated H-index: 1
(WMU: Western Michigan University)
Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is no simple task to determine what teaching approaches might be most effective and for what purposes. Research into relative efficacy faces considerable...
Published on Jan 1, 2016
Keith S. Taber35
Estimated H-index: 35
(University of Cambridge)
The focus of this chapter is an activity, a science analogy game, introduced as part of a science enrichment programme for 14–15 year old gifted students attending English state schools. The ‘game’ was designed to be fun, but had a serious rationale. The activity was intended to encourage students to think divergently around school science concepts, and thus to be creative in a science learning context.
Published on Jul 3, 2015in Curriculum Journal
Keith S. Taber35
Estimated H-index: 35
(University of Cambridge),
Berry Billingsley6
Estimated H-index: 6
(University of Reading)
+ 1 AuthorsHelen Newdick5
Estimated H-index: 5
(University of Reading)
Teaching about the nature of science (NOS) is seen as a priority for science education in many national contexts. The present paper focuses on one central issue in learning about NOS: understanding the nature and status of scientific theories. A key challenge in teaching about NOS is to persuade students that scientific knowledge is generally robust and reliable, yet also in principle always open to challenge and modification. Theories play a central role, as they are a form of conjectural knowl...
Published on May 26, 2015
Vinicius Vieira Pessoni (UFG: Universidade Federal de Goiás), Fernando Marques Federson3
Estimated H-index: 3
(UFG: Universidade Federal de Goiás),
Auri Marcelo Rizzo Vincenzi12
Estimated H-index: 12
(UFG: Universidade Federal de Goiás)
Learning difficulties in computing courses is a situation perceived in diverse universities from different countries, cultures and backgrounds. These difficulties directly affect achievement rates and increase course evasion. We believe in the existence of a foundation of cognitive processes, that without it, even the most motivated student would have trouble to transform the received information into knowledge. This work has focused mainly on the research of candidate methods for cognitive proc...
Published on Jan 1, 2015
N. Aoude (United Arab Emirates University), Mohamad Fadi
ducation has been affected by the advancement of technology, e pecial ly computer software. Thi the i focuse on the impact of computer simulations on students' acqui ition of Phy ics concept related to the topic of Uniform Circular Motion. The main purpose of this the is is to examine to what extent can computer simulations help tudent of grade 1 1 from Al Ain, United Arab Emirates (UAE) learn factual, conceptual and procedur al knowledge related to Uniform Circular Motion. I t also aims to inve...
Published on Jan 1, 2015
Bianca N. Arias (PSU: Portland State University)
This thesis evaluates a segment of the second grade English language arts and literacy (ELA) curriculum presently utilized in Portland Public Schools (PPS) school district in Portland, Oregon, using five principles for evaluation. These principles address the extent to which lessons are hands-on, engage home life, integrate the academic disciplines, encourage student autonomy, and are relevant to society today. These criteria were established following a review of John Dewey’s ideas and philosop...
Published on Jan 1, 2015
Keith S. Taber35
Estimated H-index: 35
(University of Cambridge)
Many students find chemistry a challenging and difficult subject at school and college levels (Danili & Reid, 2004). A consequence of this is that students may readily lose interest in the subject and be less likely to select it as an option unless they can see good reason to persevere with it.
Published on Jan 1, 2015
Mario Riojas3
Estimated H-index: 3
(UA: University of Arizona),
Susan Lysecky7
Estimated H-index: 7
(UA: University of Arizona),
Jerzy W. Rozenblit18
Estimated H-index: 18
(UA: University of Arizona)
The design of accessible learning technologies for precollege engineering education is a multi-faceted problem that must take into account a multitude of physical, social, and environmental factors. Using literature reviews and assessment by a participant observer during an 18-hour intervention with a local middle school, we propose that the elicitation of non-functional requirements for precollege learning technologies can be better understood by dividing schools in clusters which share similar...
Published on Sep 8, 2014in Kuram Ve Uygulamada Egitim Bilimleri
Demet Sever2
Estimated H-index: 2
,
Meral Güven4
Estimated H-index: 4
(Anadolu University)
AbstractThe aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally designed study, data were collected from 95 students and 14 teachers using both qualitative (students' follow-up forms, observation, and interv...