"Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones are implemented in science classrooms to affect student engagement and learning"--
Challenges educators to reconsider the approaches used to support student learning in the classroom. This thought-provoking volume presents research evidence to support arguments and provides teachers with frameworks within which they can embed new approaches in ways that support student development in academic and transferable contexts.
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning.
Key Features:
Presents processes involved in teaching inquiry-based science
Discusses importance of multi-modal representations in teaching inquiry based-science
Covers ways to develop scientifically literacy
Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning
Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking
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1 | (20) |
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1 | (1) |
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1 | (1) |
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2 | (3) |
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Using Inquiry-Based Science to Challenge Thinking |
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5 | (6) |
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Strategies Promoting Inquiry-Based Science |
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11 | (7) |
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Challenges Implementing Inquiry-Based Science |
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18 | (1) |
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19 | (1) |
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20 | (1) |
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2 Visual, Embodied, and Language Representations in Teaching Inquiry-Based Science: A Case Study |
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21 | (22) |
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21 | (1) |
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22 | (2) |
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24 | (2) |
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26 | (16) |
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42 | (1) |
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42 | (1) |
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3 Developing Scientific Literacy |
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43 | (20) |
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43 | (1) |
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43 | (1) |
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44 | (17) |
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61 | (1) |
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62 | (1) |
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4 Promoting Scientific Discourse |
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63 | (18) |
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63 | (1) |
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64 | (6) |
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Strategies to Promote Dialogic Interactions |
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70 | (6) |
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Dialogic Strategies for Students |
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76 | (3) |
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79 | (1) |
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79 | (2) |
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5 Structuring Cooperative Learning to Promote Social and Academic Learning |
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81 | (18) |
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81 | (1) |
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82 | (1) |
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Benefits of Cooperative Learning |
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83 | (3) |
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Ey Elements in Cooperative Learning |
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86 | (7) |
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Strategies for Constructing Cooperation in Groups |
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93 | (1) |
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Strategies for Assessing Cooperative Learning |
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94 | (2) |
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96 | (1) |
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97 | (2) |
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6 The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing Students' Reasoning, Problem-Solving, and Learning |
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99 | (10) |
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99 | (1) |
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100 | (3) |
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Five Levels of the SOLO Taxonomy |
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103 | (1) |
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Intended Learning Outcomes |
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104 | (3) |
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107 | (1) |
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108 | (1) |
| References |
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109 | (4) |
| Index |
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113 | |
Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC), her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.
Lisainfo e-raamatute kohta