Buch, Englisch, 316 Seiten, Hardback, Format (B × H): 161 mm x 240 mm, Gewicht: 640 g
Realities and Opportunities (Hc)
Buch, Englisch, 316 Seiten, Hardback, Format (B × H): 161 mm x 240 mm, Gewicht: 640 g
Reihe: Contemporary Research in Education
ISBN: 978-1-59311-835-8
Verlag: Information Age Publishing
The goal of this text is to help you navigate the complex landscape that is inquiry in the science classroom. We focus on inquiry teaching, its various forms and what factors influence its integration into a classroom. We invite you to develop and refine your definitions about scientific inquiry and explore how inquiry might be used to support the success of your students. The introduction will include various definitions of inquiry offered in the research literature accompanied by what we see as useful ways to conceptualize the broad practices that comprise inquiry in the classroom. Following the introduction the six sections of the book each explore factors that influence the use of inquiry in the classroom. Each section begins with one (or more) vignette--snippets of science classrooms. The authors discuss how this vignette demonstrates some aspect of the specific dimension that they are charged with discussing. Because inquiry is so multifaceted and its portrayals are often complex and nuanced, the discussion of the dimension is broken into separate essays-- each of which addresses the focal dimension in different ways.Following the essay, a broader discussion across the essays is offered to support your understanding of inquiry.
Autoren/Hrsg.
Weitere Infos & Material
Acknowledgments; Introduction: Inquiry in the Classroom: Identifying Necessary Components of a Useful Definition; Section I; Editor's Note: Describing Section I's use of Inquiry in the Classroom; Students' Knowledge and Skill With Inquiry; What Students Need to Know and Do in Inquiry-Based Instruction; How Do I Do This? Skills Students Need for Inquiry; What Did You Do in Science Today?; Section II; Editor's Note: Describing Section II's Use Of Inquiry In the Classroom; Selecting and Using Inquiry Approaches To Teach Science:; The Influence of Context In Elementary; Middle; and Secondary Schools; Section III; Editor's Note: Describing Section III's use of Inquiry in The Classroom; Accommodating Student Diversity Within Inquiry; Gender and Inquiry in the Classroom: Contexts and Contests; Inquiry for Diverse Student Populations: Promises and Pitfalls; Transformative Inquiry: Implications and Conclusions; Section IV; Editors' Note: Describing Section IV's use of Inquiry in the Classroom; The Accountability Movement and Inquiry: Must They be Mutually Exlusive Demands?; Assessing Student Understanding in an Inquiry-Based Learning Environment; The ""Problem"" of Inquiry: The Divide Between Educating for Credentialing and Educating for a Democracy; Is There Room for Inquiry in a World of Accountability?; Section V; Editors' Note: Describing Section V's use of Inquiry in the Classroom; Teacher Knowledge and Enacting Inquiry; Teacher Knowledge About Inquiry: Incorporating Conceptual Change Theory; A Framework for Examining Professional Knowledge for Teaching Science via Inquiry; Moving Past a Belief in Inquiry as a Pedagogy: Implications for Teacher Knowledge; Requisite Teacher Knowledge About Inquiry: Resources for Thinking About Teaching for Inquiry; Section vi; Editors' Note: Describing Section IV's use of Inquiry in the Classroom; Student-Scientists Partnerships: Exploring one Example of Inquiry in the Classroom; Inquiry and Student Scientist Partnerships; The Science of a Student Scientist Partnership; Real Science in Real Schools?,; Making a Student Scientist Partnerships Work; About the Authors.
