Teaching Inquiry Science in Middle and Secondary Schools

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  • Format: Paperback
  • Copyright: 2009-09-17
  • Publisher: SAGE Publications, Inc

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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
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
Classroom Technology
Labs in the Inquiry Classroom
Lab Safety and Organism Use
Instructional Strategies
Demonstrations, Lectures, Discussions, and Field Trips
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
Curriculum Development
Types of Concepts
Conceptual Systems
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
Assigning Grades
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
Professional Development Standards
Good Teaching Really Matters
Conducting Action Research in Your Classroom
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