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What version or edition is this?
This is the 11th edition with a publication date of 3/26/2008.
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Teaching Science as Inquiryintroduces prospective and experienced teachers to the science content, teaching strategies, and inquiry activities necessary to teach science in contemporary ways. In addition, the inclusion of the National Science Education standards will provide all readers a useful framework for making instructional decisions. Traditional learning focuses on learning about things. The teacher dispenses the information and the student receives it. The inquiry approach emphasizes how we learn things rather than just what we know. Instead of just memorizing facts, students are actively involved in learning. Learning becomes fun when students are fascinated by something and it reflects their interests, goals, and experiences. Using a two-part structureMethods for Teaching Science as Inquiry and Activities for Teaching Science as Inquirythis book will empower teachers to successfully bring inquiry into the science classroom. The Methods portion scaffolds concepts and illustrates instructional models. The Activities portion follows the 5-E model (Engage, Explore, Explain, Elaborate, Evaluate,) a Learning Cycle model that reflects the NSES Science as Inquiry Standards.
Table of Contents
|Children, Science, and Inquiry: Some Preliminary Questions What Does It Mean to Teach Science As Inquiry?|
|Why Should Children Learn Science?|
|U.S. Science Education: Where Have We Been, Where Are We Now, Where Are We Going?|
|What Shall We Teach in Science?|
|Science and Technology Teachers and Inquiry|
|Processes and Strategies for Inquiry Processes of Science Descriptive, Classificatory, and Experimental Investigations Teachers, Children, and Inquiry|
|Learning Science with Understanding|
|The New View of Learning|
|Enhancing the Understanding of Science|
|Conceptions and Science|
|Learning Development, Learning, and Science Teaching|
|Teaching Science for Understanding: The 5-E Model of Instruction|
|The 5-E Model of Science|
|Instruction Guided Discovery, Textbook, and Direct Instruction|
|Approaches to Teaching Science|
|Research on the Effectiveness of Different Approaches to Science Instruction|
|Selecting Instructional Approaches for Teaching Science|
|Planning and Managing Inquiry Instruction|
|Planning Science Lessons|
|Managing Inquiry Instruction and Learning|
|Learning Assessment and Evaluation Assessment and Inquiry Science|
|Informal, Traditional, and Performance Assessments|
|Fitting Assessment Methods to Learning Objectives|
|Examples of Informal Assessments|
|Examples of Performance Assessment|
|Examples of Traditional Assessment|
|Items Characteristics of Items on Statewide|
|Tests of Science|
|Effective Questioning Questioning: An Essential Tool for Teachers|
|Questioning to Guide|
|Responding to Student Ideas|
|Questioning Strategies in the Classroom: Properties of Air in First Grade|
|Some Considerations in Questioning|
|Technology Tools and Resources for Inquiry Science Educational Technology|
|The Internet as a Technology Resource for Inquiry Science|
|Use Commercially Available Multimedia Packages to Enhance Science Inquiry|
|Use Instructional Software Packages|
|Use Computer-Based Laboratories to Collect and Process Data|
|Use Spreadsheets to Organize and Analyze Data Communicate Through Multimedia|
|Presentations Managing Educational Technology in the Science Classroom Take the Plunge-Join the Information Age|
|Connecting Science With Other Subjects|
|Connecting Science and Mathematics|
|Connecting Science and Literacy|
|Connecting Science and Social Studies|
|Science for All Learners|