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This textbook provides an introduction to inquiry-oriented secondary science teaching methods. This book stands out from the others by practicing what it preaches- it uses the inquiry approach to teach the inquiry approach. In addition, it provides tools teachers can use in their classrooms immediately, such as lesson planning procedures, classroom management techniques and effective evaluation procedures. The book is developed around six key questions: 1. What is science? 2. Why teach science? 3. What is the nature of scientific knowledge? 4. How do scientists construct knowledge? 5. How do people develop effective reasoning patterns? 6. What teaching methods best facilitate scientific knowledge acquisition (both conceptual knowledge construction and reasoning pattern development)?
Table of Contents
|The Nature of Science|
|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|
|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?|
|Student Thinking, Development, and Learning|
|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|
|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|
|Elements of Inquiry Instruction|
|The Origins And Outcomes of Inquiry Instruction|
|A Brief History of Science Instruction|
|Outcomes of Inquiry Instruction|
|Exploring Instructional Alternatives|
|Types of Learning Cycles|
|How Do Learning Cycles Relate to Doing Science?|
|Using Textboks to Introduce New Terms|
|Planning For Inquiry|
|Questions to Consider|
|Preparing Good Lesson Plans|
|Technology, Labs, and Safety in the Inquiry Classroom|
|Labs in the Inquiry Classroom|
|Lab Safety and Organism Use|
|Demonstrations, Lectures, Discussions, and Field Trips|
|Managing the Inquiry Classroom|
|Classrooms Rules and Procedures|
|Solving Management Problems|
|The Classroom Management Survey|
|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|
|Types of Concepts|
|Inititating and Sequencing Units|
|Teaching the Ecosystem Conceptual System|
|Scheduling Learning Cycles|
|Integrating Technological and Societal Issues|
|Assessing Student Progress|
|Types of Assessment|
|Anticipating and Reducing Bias|
|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|
|Professional Induction and Development|
|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|
|Professional Development Standards|
|Good Teaching Really Matters|
|Conducting Action Research in Your Classroom|
|Table of Contents provided by Ingram. All Rights Reserved.|