Eleventh grade students at St. Bernard's school in Gladstone, New Jersey, participated in a guided inquiry project in their psychology and biology classes. Librarians at/associated with the school provide teachers and librarians a guide to this innovative science curriculum of 18 workshops with step-by-step lesson plans and worksheets. Lesson plans include discipline-specific and literacy standards. This approach emphasizing literature review skills can be applied to other subject areas. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
Based on a collaborative inquiry-based project co-conducted and graded by science teachers and school librarians at Gill St Bernard's school, this book, presented in workshop format furnishes all the material necessary to enable school librarians and high school science teachers to collaboratively teach the important topic of how to perform and write up a scientific literature review. Students choose a topic of personal interest linked to their science class subject(s). The school librarian and science teachers instruct students in how to perform the necessary research and how to successfully integrate the new information into a final product. This book will present an overview of the project, including a discussion of the value of inquiry-based research, detailed project lessons, student assignments, and a concluding discussion of unit assessment. Grades 9-14.
Arvustused
"This title is a worthwhile purchase if the library media specialists and science faculty members wish to pursue a mutually beneficial inquiry project. Recommended." - Library Media Connection
Muu info
Winner of 2010 NJLA CUS/ACRL NJ Research Award 2010 (United States).Based on a collaborative inquiry-based project co-conducted and graded by science teachers and school librarians at Gill St Bernard's school, this book, presented in workshop format furnishes all the material necessary to enable school librarians and high school science teachers to collaboratively teach the important topic of how to perform and write up a scientific literature review. Foreword by Dr. Ross Todd.
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xi | |
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| Preface |
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xv | |
| Acknowledgments |
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xvii | |
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Part 1 Teacher's Practicum |
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The Value of Inquiry-Based Research Projects |
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3 | (8) |
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Collaboration for Meaning |
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11 | (4) |
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Serving the Individual Student: Addressing Learnign Styles and Differences |
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15 | (4) |
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Research Project Assessment |
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19 | (4) |
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Replication and Flexibility Squared |
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23 | (136) |
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The Benefits of a Scientific Literature Review |
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31 | (8) |
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31 | (4) |
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35 | (2) |
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37 | (2) |
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The student's Assignment Begins |
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39 | (8) |
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39 | (2) |
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41 | (2) |
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43 | (4) |
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Making it Meaningful: Brwosing Databses |
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47 | (10) |
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47 | (4) |
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51 | (2) |
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53 | (4) |
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Creating and Organizing the Research Folder |
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57 | (6) |
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57 | (2) |
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59 | (2) |
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61 | (2) |
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Researching the Introduction |
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63 | (6) |
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63 | (2) |
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65 | (3) |
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68 | (1) |
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How to Read and Take Notes from a General Press Article |
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69 | (6) |
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69 | (2) |
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71 | (2) |
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73 | (2) |
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How to Write the Introduction |
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75 | (10) |
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75 | (4) |
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79 | (3) |
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82 | (1) |
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83 | (2) |
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Searching for Peer Reviewed Studies |
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85 | (8) |
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85 | (4) |
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89 | (3) |
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92 | (1) |
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How to Read and Take Notes from a Peer Reviewed Journal Study |
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93 | (8) |
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93 | (4) |
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97 | (3) |
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100 | (1) |
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How to Write the Methodology |
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101 | (6) |
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101 | (2) |
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103 | (2) |
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105 | (1) |
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106 | (1) |
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How to write the Results or Research |
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107 | (8) |
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107 | (2) |
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109 | (3) |
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112 | (1) |
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113 | (2) |
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How to Use and Create a Table, Chart or Graph for the Research |
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115 | (6) |
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115 | (2) |
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117 | (2) |
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119 | (2) |
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How to Write the Analysis of Research |
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121 | (8) |
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121 | (2) |
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123 | (3) |
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126 | (1) |
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127 | (2) |
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How to Write the Conclusion |
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129 | (6) |
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129 | (2) |
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131 | (2) |
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133 | (1) |
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134 | (1) |
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How to Write the Abstract |
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135 | (8) |
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135 | (2) |
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137 | (2) |
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139 | (3) |
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142 | (1) |
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How to Write the Reference List |
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143 | (6) |
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143 | (2) |
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145 | (2) |
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147 | (1) |
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148 | (1) |
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Creating a Title and Completing the Cover Page |
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149 | (6) |
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149 | (2) |
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151 | (2) |
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153 | (2) |
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Putting It All Together to Turn the Scientific Literature Review In to the Teacher |
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155 | (4) |
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155 | (3) |
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158 | (1) |
| References |
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159 | (2) |
| Index |
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161 | |
Randell K. Schmidt is Head Librarian at Gill St. Bernard's Upper School in Gladstone, New Jersey where she created and has co-taught the science research curriculum for a decade. As a teaching librarian, she had led workshops and professional development training in student scientific research and guided inquiry. A graduate of Hanover College in Indiana, she holds a M.Div. from Princeton Theological Seminary and an MLS from Rutgers University.
Maureen M. Smyth is an instruction and research librarian for Rutgers University Libraries, New Brunswick, New Jersey (NJ) and has served as a consulting school librarian at Gill St. Bernard's School in Gladstone, NJ. Past professional experience includes 17 years in the archaeology and museums fields. As assistant director/curator at the Historical Society of Princeton, Princeton, NJ, she developed numerous educational programs in collaboration with educators and librarians. A graduate of Rutgers University with a BA in Archeology and Anthropology, she holds an MA in Archeology from Boston University and an MLIS from Rutgers University.
Virginia K. Kowalski is the Middle School Librarian and Upper School Reference Librarian at Gill St. Bernard's School in Gladstone, New Jersey. She received both her B.A. and MLS from Rutgers University. In addition to assisting the Head Librarian in teaching the science research curriculum for the Upper School, she guides the 7th and 8th graders in several research projects each year. Virginia has also been active in workshops and professional development training which demonstrate the value of the guided-inquiry research process.
