Inquire within: implementing inquiry-based science standards
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin Press
2002
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 174 S. Ill., graph. Darst. |
| ISBN: | 0761977449 0761977457 |
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Datensatz im Suchindex
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| adam_text | DOUGLAS LLEWELLYN INQUIRE WITH IN IMPLEMENTING INQUIRY-BASED SCIENCE
STANDARDS CORWIN PRESS, INC. A SAGE PUBLICATIONS COMPANY THOUSAND OAKS,
CALIFORNIA CONTENTS PREFACE IX WHY INQUIRY? WHY NOW? IX WHO SHOULD READ
THIS BOOK? X CONTENTS XI ACKNOWLEDGMENTS XII ABOUT THE AUTHOR XV 1. WHAT
IS INQUIRY? 1 WHAT THE EXPERTS SAY 3 WHAT THE EXPLORATORIUM MEANS BY
INQUIRY 5 WHAT THE NATIONAL SCIENCE EDUCATION STANDARDS SAY ABOUT
INQUIRY 6 WHAT THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE
SAYS ABOUT INQUIRY 6 MYTHS ABOUT INQUIRY-BASED LEARNING 7 INQUIRY AS A
THINKING SKILL 10 INQUIRING WITH FRUIT 11 THE INQUIRY CYCLE 13 A
DEFINITION OF INQUIRY 16 2. LEARNING THROUGH INQUIRY 17 DAY 1: EXPLORING
ICE HANDS 17 DAY 2: PLANNING AN INVESTIGATION 21 DAY 3: CARRYING OUT THE
PLAN 21 DAY 4: ORGANIZING THE DATA 24 DAY 5: COMMUNICATING THE RESULTS
24 CONCLUSION 27 3. WHAT IS CONSTRUCTIVISM? . 29 DEVELOPING A MIND-SET
FOR INQUIRY 29 WHAT IS CONSTRUCTIVISM? 29 CONSTRUCTIVIST LEARNING MODEL
30 THE CONCEPTUAL CHANGE MODEL 31 CAN I CHANGE MY MIND? 32
MISCONCEPTIONS: WHAT YOU KNOW MAY NOT BE SO 32 WHERE DO MISCONCEPTIONS
COME FROM? 34 COMPARING THE EARTH AND THE MOON 36 HOW FAR IS THE MOON?
37 WHY TEACH TO MISCONCEPTIONS? 38 UNCOVERING MISCONCEPTIONS IN SCIENCE
38 HISTORICAL DEVELOPMENT OF CONSTRUCTIVISM 39 CONSTRUCTIVISM TODAY 44
BACK TO THE ICE HANDS 45 CONSTRUCTIVIST CLASSROOMS 46 HOW SCIENTISTS DO
SCIENCE 46 HOW CHILDREN LEARN 49 THE CHILD AS A SCIENTIST 51 TEACHING
SCIENCE THROUGH INQUIRY 51 4. DESIGNING INQUIRY-BASED CLASSROOMS 53
TRADITIONAL AND INQUIRY-CENTERED CLASSROOMS 53 BUILDING A DEFINITION FOR
AN INQUIRY-CENTERED CLASSROOM 54 STUDENTS IN INQUIRY-CENTERED CLASSROOMS
54 STUDENTS ACTING AS RESEARCHERS 56 STUDENTS WORKING IN GROUPS 57
STUDENTS USING HIGHER-LEVEL THINKING SKILLS 58 STUDENTS SHOWING INTEREST
IN SCIENCE 58 TEACHERS IN AN INQUIRY-CENTERED CLASSROOM 59 AN
INQUIRY-CENTERED CLASSROOM X 60 5. INTEGRATING INQUIRY-BASED ACTIVITIES
63 PROMOTING STUDENT INQUIRIES 63 INVITATION TO INQUIRY 64
DEMONSTRATIONS 65 DISCREPANT EVENTS 65 HAPPY AND UNHAPPY BALLS 66
ACTIVITIES 66 TEACHER-INITIATED INQUIRIES 68 STUDENT-INITIATED INQUIRIES
69 GUIDING STUDENTS INTO INQUIRY 69 MODIFYING AN ACTIVITY INTO AN
INQUIRY INVESTIGATION 76 PLANNING FOR INQUIRY 78 6. WHY THE SCIENTIFIC
METHOD IS IMPORTANT 79 THE SCIENTIFIC METHOD 79 EXPLORING MOMENTUM WITH
RAMPS AND BALLS 82 A WORD OF CAUTION 85 SCIENTIFIC PROBLEM SOLVING 85
SCIENTIFIC PROBLEM SOLVING VERSUS INQUIRY 86 A MODEL FOR SCIENTIFIC
PROBLEM SOLVING 87 WHY WE DO SCIENTIFIC PROBLEM-SOLVING ACTIVITIES 89 7.
WHAT IS THE LEARNING CYCLE? 90 WHAT IS THE LEARNING CYCLE? 91 MEALWORMS
TO GO : A STUDENT-INITIATED INQUIRY 93 AUTHENTIC ASSESSMENTS 99
PORTFOLIOS 99 RUBRICS 100 MONITORING CHARTS - . 101 CONCEPT MAPS 101
SELF-EVALUATIONS 101 CELEBRATING LEARNING 103 SUMMARY OF AN INQUIRY UNIT
103 8. SKILLS AND KNOWLEDGE OF INQUIRY-BASED TEACHERS 107 INQUIRY 101
107 IT S ELECTRIC! 108 YOUR FIRST TRY AT INQUIRY 108 COMMITMENT 109 AN
INQUIRY RUBRIC 109 AN INQUIRY SELF-ASSESSMENT SURVEY 110 EVALUATING YOUR
RESPONSES 114 BUGS-O-COPTERS 116 HOW MANY WHAT IF AND I WONDER
QUESTIONS CAN YOU THINK OF? 117 BECOMING AN INQUIRY TEACHER 118 9. USING
QUESTIONING SKILLS IN INQUIRY 127 QUESTIONS: THE LANGUAGE OF INQUIRY 127
WHY YOU CAN T INVESTIGATE A WHY QUESTION 128 CLASSROOM QUESTIONS 128
WAIT-TIME _ 131 ANSWERING QUESTIONS AND QUESTIONING ANSWERS 131 TYPES
OF QUESTIONS 134 INTERACTION OF QUESTIONING 135 10. INQUIRY-BASED
TEACHERS DESCRIBE THE PROCESS 138 DANIELLE DZINBAL 138 LUCIA FALSETTI
GUARINO, PHD 141 SUMMARY 146 RESOURCE A: INQUIRY RESOURCES FOR TEACHERS
147 RESOURCE B: INQUIRY SELF-ASSESSMENT RESPONSE GRIDS 158 RESOURCE C:
INQUIRY SELF-ASSESSMENT SUMMARY MATRIX 162 RESOURCE D: DIAGRAMS FOR
SHORT-EARED AND LONG-EARED BUGS-O-COPTERS 163 RESOURCE E: HOW TO MAKE A
CARTESIAN DRIVER 165 REFERENCES 166 AUTHOR INDEX 169 SUBJECT INDEX 171
|
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| dewey-full | 507.1 |
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| dewey-ones | 507 - Education, research, related topics |
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| discipline | Allgemeine Naturwissenschaft Pädagogik |
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| spelling | Llewellyn, Douglas Verfasser aut Inquire within implementing inquiry-based science standards Douglas Llewellyn Thousand Oaks, Calif. Corwin Press 2002 XV, 174 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Recherche (Théorie de la connaissance) Sciences - Étude et enseignement - Normes - États-Unis Naturwissenschaft Inquiry (Theory of knowledge) Science Study and teaching Standards United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Unterrichtsreform (DE-588)4187084-0 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s Unterrichtsreform (DE-588)4187084-0 s DE-604 GBV Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009524149&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Llewellyn, Douglas Inquire within implementing inquiry-based science standards Recherche (Théorie de la connaissance) Sciences - Étude et enseignement - Normes - États-Unis Naturwissenschaft Inquiry (Theory of knowledge) Science Study and teaching Standards United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Unterrichtsreform (DE-588)4187084-0 gnd |
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| title | Inquire within implementing inquiry-based science standards |
| title_auth | Inquire within implementing inquiry-based science standards |
| title_exact_search | Inquire within implementing inquiry-based science standards |
| title_full | Inquire within implementing inquiry-based science standards Douglas Llewellyn |
| title_fullStr | Inquire within implementing inquiry-based science standards Douglas Llewellyn |
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| title_sub | implementing inquiry-based science standards |
| topic | Recherche (Théorie de la connaissance) Sciences - Étude et enseignement - Normes - États-Unis Naturwissenschaft Inquiry (Theory of knowledge) Science Study and teaching Standards United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Unterrichtsreform (DE-588)4187084-0 gnd |
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