More voices from the classroom :: international teachers' experience with argument-based inquiry /
The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with t...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
2017.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level. |
| Beschreibung: | 1 online resource : illustrations |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9463510958 9789463510950 |
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| 245 | 0 | 0 | |a More voices from the classroom : |b international teachers' experience with argument-based inquiry / |c edited by Brian Hand, Lori Norton-Meier and Jeong-yoon Jang. |
| 260 | |a Rotterdam : |b SensePublishers, |c 2017. | ||
| 300 | |a 1 online resource : |b illustrations | ||
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| 505 | 0 | |a TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LEARNING ABOUT LANGUAGE; LEARNING THROUGH LANGUAGE; LIVING LANGUAGE; 1. EXAMINING THE IMPACT OF AN ARGUMENT-BASED INQUIRY ON THE DEVELOPMENT OF STUDENTS' LEARNING IN INTERNATIONAL CONTEXTS; A REFLECTION FROM AN SWH TEACHER; INTRODUCTION TO THIS TEXT; IMMERSIVE ARGUMENT-BASED INQUIRY -- THE SCIENCE WRITING HEURISTIC APPROACH; Learning and International Settings; How to Read This Book; REFERENCES; SECTION 1: TURKEY; INTRODUCTION; 2. PLANNING PROCESS OF ARGUMENTATION-BASED SCIENCE LEARNING; WHERE DO I WORK?; THE FIRST INTRODUCTION TO ABI. | |
| 505 | 8 | |a ABI PLANNING PROCESS: FROM PART TO WHOLE AND WHOLE TO PARTThe First Step: Preparing a Concept Map about the Unit; The Second Step: Identification of the Main and Sub-Ideas; The First Implementation and the First Chaos: Finish or Continue?; The Third Step: Identification and Planning of the Activities Aligned to Main and Sub-Ideas; CHANGE IN PLANNING: NOT TO PLAN THE TOPIC -- BUT THE UNIT; How Flexible Should I Be?; PREPARATION FOR TESTING AND ASSESSMENT; What Do Students Say?; VOICES FROM PARENTS AND TEACHERS; 3. THE ROLE OF BIG IDEA IN ARGUMENTATION BASED SCIENCE INQUIRY CLASSROOMS. | |
| 505 | 8 | |a AN INTRODUCTION TO ABI IMPLEMENTATIONA Section from My Big Idea Oriented Argumentation Based Science Inquiry Implementations: Two Years Later; A GLANCE AT MY CLASSROOM; MY Introduction AND ADJUSTMENT TO ABI; MY CLASSES' INTRODUCTION AND ADJUSTMENT; WHAT IS THE BIG IDEA?; How Is the Big Idea Determined?; THE TEACHER'S ROLE; DETERMINING THE BIG IDEA; 4. QUESTIONING IN ARGUMENTATION-BASED INQUIRY (ABI); MY SCHOOL, STUDENTS, AND WORKING ENVIRONMENT; MY INTRODUCTION TO ABI; My First ABI Application; Assessing Prior Knowledge through Questioning; THE BEGINNING. | |
| 505 | 8 | |a HOW DO I USE QUESTIONS IN THE DISCUSSION PROCESS?How Has My Questioning Style Changed with ABI?; CHALLENGES IN ABI; Questioning; Management; WRAPPING UP; 5. NEGOTIATION; INTRODUCTION; School Context; First Impression of ABI; Implementations of ABI and Negotiation; CONCLUSIONS AND RECOMMENDATIONS; 6. THE ROLE OF THE LANGUAGE INARGUMENT BASED INQUIRY (ABI); MY SCHOOL; MY ENCOUNTER WITH ABI; AN "A-HA" MOMENT!; THE CHANGE; BEHAVIOR; LEARNING PROCESS; RIGHT TIME, RIGHT DEFINITION; CONNECTING CELL TO CUBBY; OUR RESISTANCE CONCEPT; OUR INSULATOR DEFINITION. | |
| 505 | 8 | |a INTERDISCIPLINARY CONNECTIONS AND WRITING AS AN EVALUATION TOOLCONNECTING ABI TO OTHER COMMUNITIES; MAKING A JOURNAL AS AN END-OF-UNIT ACTIVITY; WRAPPING UP; SECTION 2: KOREA; INTRODUCTION; 7. PLANNINGA: Change from Content to Concept; INTRODUCTION; THE MOST DIFFICULT CHANGE IN PLANNING; EDUCATIONAL ENVIRONMENT IN KOREA: SCIENCE CLASSES; EDUCATIONAL EVALUATION IN KOREA; PLANNING THE CLASS AND UNIT; DEVELOPING A STUDENT ABI TEMPLATE; PLAN FOR IMPLEMENTATION; SHOWING FLEXIBILITY FOR A SUCCESSFUL PLAN; CHANGE IN BELIEFS REGARDING TEACHER'S ROLE; COLLABORATION WITH COLLEAGUES. | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level. | ||
| 650 | 0 | |a Inquiry-based learning. |0 http://id.loc.gov/authorities/subjects/sh2003011742 | |
| 650 | 0 | |a Science |x Study and teaching (Elementary) |0 http://id.loc.gov/authorities/subjects/sh85118594 | |
| 650 | 0 | |a Education |x Methodology. | |
| 650 | 6 | |a Apprentissage basé sur l'enquête. | |
| 650 | 6 | |a Sciences |x Étude et enseignement (Primaire) | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Education |x Methodology |2 fast | |
| 650 | 7 | |a Inquiry-based learning |2 fast | |
| 650 | 7 | |a Science |x Study and teaching (Elementary) |2 fast | |
| 700 | 1 | |a Hand, Brian. |0 http://id.loc.gov/authorities/names/n2016055696 | |
| 700 | 1 | |a Norton-Meier, Lori. |0 http://id.loc.gov/authorities/names/n2007086882 | |
| 700 | 1 | |a Jang, Jeong-yoon. | |
| 758 | |i has work: |a More voices from the classroom (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGVG6TpYGdfch7d8vJ6Kbd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t More voices from the classroom : international teachers' experience with argument-based inquiry. |d Rotterdam, Netherlands ; Boston, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2017 |h vii, 189 pages |z 9789463510936 |
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| _version_ | 1816882398689755136 |
| adam_text | |
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| author2 | Hand, Brian Norton-Meier, Lori Jang, Jeong-yoon |
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| author_facet | Hand, Brian Norton-Meier, Lori Jang, Jeong-yoon |
| author_sort | Hand, Brian |
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| callnumber-first | L - Education |
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| callnumber-raw | LB1027.23 |
| callnumber-search | LB1027.23 |
| callnumber-sort | LB 41027.23 |
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| contents | TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LEARNING ABOUT LANGUAGE; LEARNING THROUGH LANGUAGE; LIVING LANGUAGE; 1. EXAMINING THE IMPACT OF AN ARGUMENT-BASED INQUIRY ON THE DEVELOPMENT OF STUDENTS' LEARNING IN INTERNATIONAL CONTEXTS; A REFLECTION FROM AN SWH TEACHER; INTRODUCTION TO THIS TEXT; IMMERSIVE ARGUMENT-BASED INQUIRY -- THE SCIENCE WRITING HEURISTIC APPROACH; Learning and International Settings; How to Read This Book; REFERENCES; SECTION 1: TURKEY; INTRODUCTION; 2. PLANNING PROCESS OF ARGUMENTATION-BASED SCIENCE LEARNING; WHERE DO I WORK?; THE FIRST INTRODUCTION TO ABI. ABI PLANNING PROCESS: FROM PART TO WHOLE AND WHOLE TO PARTThe First Step: Preparing a Concept Map about the Unit; The Second Step: Identification of the Main and Sub-Ideas; The First Implementation and the First Chaos: Finish or Continue?; The Third Step: Identification and Planning of the Activities Aligned to Main and Sub-Ideas; CHANGE IN PLANNING: NOT TO PLAN THE TOPIC -- BUT THE UNIT; How Flexible Should I Be?; PREPARATION FOR TESTING AND ASSESSMENT; What Do Students Say?; VOICES FROM PARENTS AND TEACHERS; 3. THE ROLE OF BIG IDEA IN ARGUMENTATION BASED SCIENCE INQUIRY CLASSROOMS. AN INTRODUCTION TO ABI IMPLEMENTATIONA Section from My Big Idea Oriented Argumentation Based Science Inquiry Implementations: Two Years Later; A GLANCE AT MY CLASSROOM; MY Introduction AND ADJUSTMENT TO ABI; MY CLASSES' INTRODUCTION AND ADJUSTMENT; WHAT IS THE BIG IDEA?; How Is the Big Idea Determined?; THE TEACHER'S ROLE; DETERMINING THE BIG IDEA; 4. QUESTIONING IN ARGUMENTATION-BASED INQUIRY (ABI); MY SCHOOL, STUDENTS, AND WORKING ENVIRONMENT; MY INTRODUCTION TO ABI; My First ABI Application; Assessing Prior Knowledge through Questioning; THE BEGINNING. HOW DO I USE QUESTIONS IN THE DISCUSSION PROCESS?How Has My Questioning Style Changed with ABI?; CHALLENGES IN ABI; Questioning; Management; WRAPPING UP; 5. NEGOTIATION; INTRODUCTION; School Context; First Impression of ABI; Implementations of ABI and Negotiation; CONCLUSIONS AND RECOMMENDATIONS; 6. THE ROLE OF THE LANGUAGE INARGUMENT BASED INQUIRY (ABI); MY SCHOOL; MY ENCOUNTER WITH ABI; AN "A-HA" MOMENT!; THE CHANGE; BEHAVIOR; LEARNING PROCESS; RIGHT TIME, RIGHT DEFINITION; CONNECTING CELL TO CUBBY; OUR RESISTANCE CONCEPT; OUR INSULATOR DEFINITION. INTERDISCIPLINARY CONNECTIONS AND WRITING AS AN EVALUATION TOOLCONNECTING ABI TO OTHER COMMUNITIES; MAKING A JOURNAL AS AN END-OF-UNIT ACTIVITY; WRAPPING UP; SECTION 2: KOREA; INTRODUCTION; 7. PLANNINGA: Change from Content to Concept; INTRODUCTION; THE MOST DIFFICULT CHANGE IN PLANNING; EDUCATIONAL ENVIRONMENT IN KOREA: SCIENCE CLASSES; EDUCATIONAL EVALUATION IN KOREA; PLANNING THE CLASS AND UNIT; DEVELOPING A STUDENT ABI TEMPLATE; PLAN FOR IMPLEMENTATION; SHOWING FLEXIBILITY FOR A SUCCESSFUL PLAN; CHANGE IN BELIEFS REGARDING TEACHER'S ROLE; COLLABORATION WITH COLLEAGUES. |
| ctrlnum | (OCoLC)1002185548 |
| dewey-full | 372.35044 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.35044 |
| dewey-search | 372.35044 |
| dewey-sort | 3372.35044 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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EXAMINING THE IMPACT OF AN ARGUMENT-BASED INQUIRY ON THE DEVELOPMENT OF STUDENTS' LEARNING IN INTERNATIONAL CONTEXTS; A REFLECTION FROM AN SWH TEACHER; INTRODUCTION TO THIS TEXT; IMMERSIVE ARGUMENT-BASED INQUIRY -- THE SCIENCE WRITING HEURISTIC APPROACH; Learning and International Settings; How to Read This Book; REFERENCES; SECTION 1: TURKEY; INTRODUCTION; 2. PLANNING PROCESS OF ARGUMENTATION-BASED SCIENCE LEARNING; WHERE DO I WORK?; THE FIRST INTRODUCTION TO ABI.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">ABI PLANNING PROCESS: FROM PART TO WHOLE AND WHOLE TO PARTThe First Step: Preparing a Concept Map about the Unit; The Second Step: Identification of the Main and Sub-Ideas; The First Implementation and the First Chaos: Finish or Continue?; The Third Step: Identification and Planning of the Activities Aligned to Main and Sub-Ideas; CHANGE IN PLANNING: NOT TO PLAN THE TOPIC -- BUT THE UNIT; How Flexible Should I Be?; PREPARATION FOR TESTING AND ASSESSMENT; What Do Students Say?; VOICES FROM PARENTS AND TEACHERS; 3. THE ROLE OF BIG IDEA IN ARGUMENTATION BASED SCIENCE INQUIRY CLASSROOMS.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">AN INTRODUCTION TO ABI IMPLEMENTATIONA Section from My Big Idea Oriented Argumentation Based Science Inquiry Implementations: Two Years Later; A GLANCE AT MY CLASSROOM; MY Introduction AND ADJUSTMENT TO ABI; MY CLASSES' INTRODUCTION AND ADJUSTMENT; WHAT IS THE BIG IDEA?; How Is the Big Idea Determined?; THE TEACHER'S ROLE; DETERMINING THE BIG IDEA; 4. QUESTIONING IN ARGUMENTATION-BASED INQUIRY (ABI); MY SCHOOL, STUDENTS, AND WORKING ENVIRONMENT; MY INTRODUCTION TO ABI; My First ABI Application; Assessing Prior Knowledge through Questioning; THE BEGINNING.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">HOW DO I USE QUESTIONS IN THE DISCUSSION PROCESS?How Has My Questioning Style Changed with ABI?; CHALLENGES IN ABI; Questioning; Management; WRAPPING UP; 5. NEGOTIATION; INTRODUCTION; School Context; First Impression of ABI; Implementations of ABI and Negotiation; CONCLUSIONS AND RECOMMENDATIONS; 6. THE ROLE OF THE LANGUAGE INARGUMENT BASED INQUIRY (ABI); MY SCHOOL; MY ENCOUNTER WITH ABI; AN "A-HA" MOMENT!; THE CHANGE; BEHAVIOR; LEARNING PROCESS; RIGHT TIME, RIGHT DEFINITION; CONNECTING CELL TO CUBBY; OUR RESISTANCE CONCEPT; OUR INSULATOR DEFINITION.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">INTERDISCIPLINARY CONNECTIONS AND WRITING AS AN EVALUATION TOOLCONNECTING ABI TO OTHER COMMUNITIES; MAKING A JOURNAL AS AN END-OF-UNIT ACTIVITY; WRAPPING UP; SECTION 2: KOREA; INTRODUCTION; 7. PLANNINGA: Change from Content to Concept; INTRODUCTION; THE MOST DIFFICULT CHANGE IN PLANNING; EDUCATIONAL ENVIRONMENT IN KOREA: SCIENCE CLASSES; EDUCATIONAL EVALUATION IN KOREA; PLANNING THE CLASS AND UNIT; DEVELOPING A STUDENT ABI TEMPLATE; PLAN FOR IMPLEMENTATION; SHOWING FLEXIBILITY FOR A SUCCESSFUL PLAN; CHANGE IN BELIEFS REGARDING TEACHER'S ROLE; COLLABORATION WITH COLLEAGUES.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. 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| id | ZDB-4-EBA-on1002185548 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:27:59Z |
| institution | BVB |
| isbn | 9463510958 9789463510950 |
| language | English |
| oclc_num | 1002185548 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | SensePublishers, |
| record_format | marc |
| spelling | More voices from the classroom : international teachers' experience with argument-based inquiry / edited by Brian Hand, Lori Norton-Meier and Jeong-yoon Jang. Rotterdam : SensePublishers, 2017. 1 online resource : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier text file TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LEARNING ABOUT LANGUAGE; LEARNING THROUGH LANGUAGE; LIVING LANGUAGE; 1. EXAMINING THE IMPACT OF AN ARGUMENT-BASED INQUIRY ON THE DEVELOPMENT OF STUDENTS' LEARNING IN INTERNATIONAL CONTEXTS; A REFLECTION FROM AN SWH TEACHER; INTRODUCTION TO THIS TEXT; IMMERSIVE ARGUMENT-BASED INQUIRY -- THE SCIENCE WRITING HEURISTIC APPROACH; Learning and International Settings; How to Read This Book; REFERENCES; SECTION 1: TURKEY; INTRODUCTION; 2. PLANNING PROCESS OF ARGUMENTATION-BASED SCIENCE LEARNING; WHERE DO I WORK?; THE FIRST INTRODUCTION TO ABI. ABI PLANNING PROCESS: FROM PART TO WHOLE AND WHOLE TO PARTThe First Step: Preparing a Concept Map about the Unit; The Second Step: Identification of the Main and Sub-Ideas; The First Implementation and the First Chaos: Finish or Continue?; The Third Step: Identification and Planning of the Activities Aligned to Main and Sub-Ideas; CHANGE IN PLANNING: NOT TO PLAN THE TOPIC -- BUT THE UNIT; How Flexible Should I Be?; PREPARATION FOR TESTING AND ASSESSMENT; What Do Students Say?; VOICES FROM PARENTS AND TEACHERS; 3. THE ROLE OF BIG IDEA IN ARGUMENTATION BASED SCIENCE INQUIRY CLASSROOMS. AN INTRODUCTION TO ABI IMPLEMENTATIONA Section from My Big Idea Oriented Argumentation Based Science Inquiry Implementations: Two Years Later; A GLANCE AT MY CLASSROOM; MY Introduction AND ADJUSTMENT TO ABI; MY CLASSES' INTRODUCTION AND ADJUSTMENT; WHAT IS THE BIG IDEA?; How Is the Big Idea Determined?; THE TEACHER'S ROLE; DETERMINING THE BIG IDEA; 4. QUESTIONING IN ARGUMENTATION-BASED INQUIRY (ABI); MY SCHOOL, STUDENTS, AND WORKING ENVIRONMENT; MY INTRODUCTION TO ABI; My First ABI Application; Assessing Prior Knowledge through Questioning; THE BEGINNING. HOW DO I USE QUESTIONS IN THE DISCUSSION PROCESS?How Has My Questioning Style Changed with ABI?; CHALLENGES IN ABI; Questioning; Management; WRAPPING UP; 5. NEGOTIATION; INTRODUCTION; School Context; First Impression of ABI; Implementations of ABI and Negotiation; CONCLUSIONS AND RECOMMENDATIONS; 6. THE ROLE OF THE LANGUAGE INARGUMENT BASED INQUIRY (ABI); MY SCHOOL; MY ENCOUNTER WITH ABI; AN "A-HA" MOMENT!; THE CHANGE; BEHAVIOR; LEARNING PROCESS; RIGHT TIME, RIGHT DEFINITION; CONNECTING CELL TO CUBBY; OUR RESISTANCE CONCEPT; OUR INSULATOR DEFINITION. INTERDISCIPLINARY CONNECTIONS AND WRITING AS AN EVALUATION TOOLCONNECTING ABI TO OTHER COMMUNITIES; MAKING A JOURNAL AS AN END-OF-UNIT ACTIVITY; WRAPPING UP; SECTION 2: KOREA; INTRODUCTION; 7. PLANNINGA: Change from Content to Concept; INTRODUCTION; THE MOST DIFFICULT CHANGE IN PLANNING; EDUCATIONAL ENVIRONMENT IN KOREA: SCIENCE CLASSES; EDUCATIONAL EVALUATION IN KOREA; PLANNING THE CLASS AND UNIT; DEVELOPING A STUDENT ABI TEMPLATE; PLAN FOR IMPLEMENTATION; SHOWING FLEXIBILITY FOR A SUCCESSFUL PLAN; CHANGE IN BELIEFS REGARDING TEACHER'S ROLE; COLLABORATION WITH COLLEAGUES. Includes bibliographical references. The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level. Inquiry-based learning. http://id.loc.gov/authorities/subjects/sh2003011742 Science Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85118594 Education Methodology. Apprentissage basé sur l'enquête. Sciences Étude et enseignement (Primaire) EDUCATION Elementary. bisacsh Education Methodology fast Inquiry-based learning fast Science Study and teaching (Elementary) fast Hand, Brian. http://id.loc.gov/authorities/names/n2016055696 Norton-Meier, Lori. http://id.loc.gov/authorities/names/n2007086882 Jang, Jeong-yoon. has work: More voices from the classroom (Text) https://id.oclc.org/worldcat/entity/E39PCGVG6TpYGdfch7d8vJ6Kbd https://id.oclc.org/worldcat/ontology/hasWork Print version: More voices from the classroom : international teachers' experience with argument-based inquiry. Rotterdam, Netherlands ; Boston, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2017 vii, 189 pages 9789463510936 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1584281 Volltext |
| spellingShingle | More voices from the classroom : international teachers' experience with argument-based inquiry / TABLE OF CONTENTS; ACKNOWLEDGEMENTS; LEARNING ABOUT LANGUAGE; LEARNING THROUGH LANGUAGE; LIVING LANGUAGE; 1. EXAMINING THE IMPACT OF AN ARGUMENT-BASED INQUIRY ON THE DEVELOPMENT OF STUDENTS' LEARNING IN INTERNATIONAL CONTEXTS; A REFLECTION FROM AN SWH TEACHER; INTRODUCTION TO THIS TEXT; IMMERSIVE ARGUMENT-BASED INQUIRY -- THE SCIENCE WRITING HEURISTIC APPROACH; Learning and International Settings; How to Read This Book; REFERENCES; SECTION 1: TURKEY; INTRODUCTION; 2. PLANNING PROCESS OF ARGUMENTATION-BASED SCIENCE LEARNING; WHERE DO I WORK?; THE FIRST INTRODUCTION TO ABI. ABI PLANNING PROCESS: FROM PART TO WHOLE AND WHOLE TO PARTThe First Step: Preparing a Concept Map about the Unit; The Second Step: Identification of the Main and Sub-Ideas; The First Implementation and the First Chaos: Finish or Continue?; The Third Step: Identification and Planning of the Activities Aligned to Main and Sub-Ideas; CHANGE IN PLANNING: NOT TO PLAN THE TOPIC -- BUT THE UNIT; How Flexible Should I Be?; PREPARATION FOR TESTING AND ASSESSMENT; What Do Students Say?; VOICES FROM PARENTS AND TEACHERS; 3. THE ROLE OF BIG IDEA IN ARGUMENTATION BASED SCIENCE INQUIRY CLASSROOMS. AN INTRODUCTION TO ABI IMPLEMENTATIONA Section from My Big Idea Oriented Argumentation Based Science Inquiry Implementations: Two Years Later; A GLANCE AT MY CLASSROOM; MY Introduction AND ADJUSTMENT TO ABI; MY CLASSES' INTRODUCTION AND ADJUSTMENT; WHAT IS THE BIG IDEA?; How Is the Big Idea Determined?; THE TEACHER'S ROLE; DETERMINING THE BIG IDEA; 4. QUESTIONING IN ARGUMENTATION-BASED INQUIRY (ABI); MY SCHOOL, STUDENTS, AND WORKING ENVIRONMENT; MY INTRODUCTION TO ABI; My First ABI Application; Assessing Prior Knowledge through Questioning; THE BEGINNING. HOW DO I USE QUESTIONS IN THE DISCUSSION PROCESS?How Has My Questioning Style Changed with ABI?; CHALLENGES IN ABI; Questioning; Management; WRAPPING UP; 5. NEGOTIATION; INTRODUCTION; School Context; First Impression of ABI; Implementations of ABI and Negotiation; CONCLUSIONS AND RECOMMENDATIONS; 6. THE ROLE OF THE LANGUAGE INARGUMENT BASED INQUIRY (ABI); MY SCHOOL; MY ENCOUNTER WITH ABI; AN "A-HA" MOMENT!; THE CHANGE; BEHAVIOR; LEARNING PROCESS; RIGHT TIME, RIGHT DEFINITION; CONNECTING CELL TO CUBBY; OUR RESISTANCE CONCEPT; OUR INSULATOR DEFINITION. INTERDISCIPLINARY CONNECTIONS AND WRITING AS AN EVALUATION TOOLCONNECTING ABI TO OTHER COMMUNITIES; MAKING A JOURNAL AS AN END-OF-UNIT ACTIVITY; WRAPPING UP; SECTION 2: KOREA; INTRODUCTION; 7. PLANNINGA: Change from Content to Concept; INTRODUCTION; THE MOST DIFFICULT CHANGE IN PLANNING; EDUCATIONAL ENVIRONMENT IN KOREA: SCIENCE CLASSES; EDUCATIONAL EVALUATION IN KOREA; PLANNING THE CLASS AND UNIT; DEVELOPING A STUDENT ABI TEMPLATE; PLAN FOR IMPLEMENTATION; SHOWING FLEXIBILITY FOR A SUCCESSFUL PLAN; CHANGE IN BELIEFS REGARDING TEACHER'S ROLE; COLLABORATION WITH COLLEAGUES. Inquiry-based learning. http://id.loc.gov/authorities/subjects/sh2003011742 Science Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85118594 Education Methodology. Apprentissage basé sur l'enquête. Sciences Étude et enseignement (Primaire) EDUCATION Elementary. bisacsh Education Methodology fast Inquiry-based learning fast Science Study and teaching (Elementary) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2003011742 http://id.loc.gov/authorities/subjects/sh85118594 |
| title | More voices from the classroom : international teachers' experience with argument-based inquiry / |
| title_auth | More voices from the classroom : international teachers' experience with argument-based inquiry / |
| title_exact_search | More voices from the classroom : international teachers' experience with argument-based inquiry / |
| title_full | More voices from the classroom : international teachers' experience with argument-based inquiry / edited by Brian Hand, Lori Norton-Meier and Jeong-yoon Jang. |
| title_fullStr | More voices from the classroom : international teachers' experience with argument-based inquiry / edited by Brian Hand, Lori Norton-Meier and Jeong-yoon Jang. |
| title_full_unstemmed | More voices from the classroom : international teachers' experience with argument-based inquiry / edited by Brian Hand, Lori Norton-Meier and Jeong-yoon Jang. |
| title_short | More voices from the classroom : |
| title_sort | more voices from the classroom international teachers experience with argument based inquiry |
| title_sub | international teachers' experience with argument-based inquiry / |
| topic | Inquiry-based learning. http://id.loc.gov/authorities/subjects/sh2003011742 Science Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85118594 Education Methodology. Apprentissage basé sur l'enquête. Sciences Étude et enseignement (Primaire) EDUCATION Elementary. bisacsh Education Methodology fast Inquiry-based learning fast Science Study and teaching (Elementary) fast |
| topic_facet | Inquiry-based learning. Science Study and teaching (Elementary) Education Methodology. Apprentissage basé sur l'enquête. Sciences Étude et enseignement (Primaire) EDUCATION Elementary. Education Methodology Inquiry-based learning |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1584281 |
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