Teaching High School Science Through Inquiry and Argumentation

✍ Scribed by Douglas J. Llewellyn

• Publisher: Corwin
• Year: 2012
• Tongue: English
• Leaves: 281
• Edition: 2
• Category: Library

✦ Synopsis

Proven ways to teach next generation science! To ensure our students achieve scientific literacy, we need to know what works in science teaching. One thing we know for certain: inquiry and argumentation are key. This

✦ Table of Contents

TEACHING HIGH SCHOOL SCIENCE THROUGH INQUIRY AND ARGUMENTATION-FRONT COVER
TEACHING HIGH SCHOOL SCIENCE THROUGH INQUIRY AND ARGUMENTATION
CONTENTS
PREFACE
Achieving Scientific Literacy
Historical Context
A Call for Instructional Reform
What Needs to Happen in the Science Classroom?
What’s New About the Second Edition
Making an Argument for Inquiry
Who This Book Is Written For
Acknowledgments
ABOUT THE AUTHOR
CHAPTER 1: CONSTRUCTING AN UNDERSTANDING OF INQUIRY
Three Designations of Inquiry
Inquiry and Habits of Mind
What the National Science Education Standards Say About Inquiry
What A Framework for K−12 Science Education and the Next Generation Science Standards Say About Inquiry
Inquiry and Scientific Practices
Inquiry as a Three-Legged Stool
Seven Segments of Scientific Inquiry
The Pretzel Theory of Science Inquiry
Inquiry as a Human Endeavor
Ten Beliefs (and Rebuttals) About Inquiry-Based Learning
What Science Inquiry Is—What Science Inquiry Isn’t
A Definition of Scientific Inquiry
Questions for Reflection and Discussion
CHAPTER 2: CONSTRUCTING AN UNDERSTANDING OF SCIENTIFIC ARGUMENTATION
The Influence of Media
What Is a Scientific Argument?
Parts of an Argument
Making a Case for Argumentation
What the National Science Education Standards Say About Argumentation
What the Common Core State Standards Say About Argumentation
Reading Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science, and Technical Subjects
What A Framework for K−12 Science Education and the Next Generation Science Standards Say About Argumentation
Different Types of Reasoning
Flaws in Scientific Reasoning
Scaffolding Argumentation in the Classroom
The Case of the Sponge Eggs
Verbal Prompts
The Classroom as a Courtroom
Painting a Picture of What Real Scientists Do
Questions for Reflection and Discussion
Notes
CHAPTER 3: LEARNING ABOUT INQUIRY AND ARGUMENTATION THROUGH CASE STUDIES
A Case Study Approach
A Case Study: Inquiring About Isopods
Isopod Fact Sheet
Resources for Isopods
The Inquiry Cycle
Brainstorming
Why Brainstorming Sometimes Fails
Questions for Reflection and Discussion
CHAPTER 4: CHOOSING TO BECOME AN INQUIRY-BASED TEACHER
A Choice in Teaching
Self-Directed Learning
The Top 10 Reasons Why Teachers Say They Can’t Teach Through Inquiry
Myths and Misconceptions About Inquiry-Based Teaching
What’s Your Instructional Pie?
Steps in Becoming an Inquiry-Based Teacher
Monitoring Your Progress
The Case of Angela Bicknell
What Is a Vision Statement?
Not Settling for Mediocrity
Questions for Reflection and Discussion
CHAPTER 5: DEVELOPING A PHILOSOPHY FOR INQUIRY
What Is Constructivism?
Traditional Versus Constructivist Classrooms
Historical Perspectives of Constructivism
John Dewey
Jean Piaget
Lev Semenovich Vygotsky
Constructivism Today
Metacognition
How Adolescents Learn
Prior Knowledge
Misconceptions
Conceptual Change Theory
Making Sense of Language
The 5E Learning Cycle
Challenges to Creating a Constructivist Classroom
All Things Are Possible
Case Study: Investigating Yeast
A Day at the Life Sciences Learning Center
Questions for Reflection and Discussion
CHAPTER 6: FOUR LEVELS OF SCIENCE INQUIRY
Promoting Student Inquiries
Invitation to Inquiry
Demonstrated Inquiries
Discrepant Events
Structured Inquiries
Guided or Teacher-Initiated Inquiries
Self-Directed or Student- Initiated Inquiries
Guiding Students Into Inquiry
Differentiated Science Inquiry
Case Study 1: Bottle Ecosystems
Case Study 2: The Finger Lakes Regional Stream Monitoring Network
Questions for Reflection and Discussion
CHAPTER 7: MODIFYING A LAB ACTIVITY INTO AN INQUIRY- AND ARGUMENT-BASED INVESTIGATION
The Role of the Laboratory in Science
New Approaches to Traditional Labs
Do a Prelab Assessment
Do the Lab First
Revise the Question Section
Revise the Materials Section
Remove the Safety Rules
Revise the Procedure Section
Add Procedural Errors
Take Away the Data Table and Graph
Redesign the Results Section
Add “Going Further” Inquiries to the End of the Lab
Modifying a Traditional Lab Into an Inquiry-Based Lab
Addressing Misconceptions About Density
Scaffolding Toward Inquiry
Demonstrated Inquiries
Structured Inquiries
Guided Inquiries
Now It’s Your Turn
Self-Directed Inquiries
Writing an Inquiry/Argument-Based Lab Report
The Current Debate About High School Science Labs
Case Study: The Hydrate Lab
Engagement
Exploration
Explanation
Extension and Elaboration
Evaluation
Questions for Reflection and Discussion
CHAPTER 8: MANAGING THE INQUIRY-BASED CLASSROOM
The Implementation Curve
Challenges to Inquiry-Based Teaching
Making Time for Inquiry and Argumentation
Use Essential Questions
The First Second
Develop Daily Rules and Routines
Design Your Lesson Plans Based on Time Allotments
Teach to the Essential Core Concepts
Pick Up the Pace
Use Organized Workstations
Use Concept Maps
Assign Students to Work in Pairs
Provide Time Limits
Limit Class Time for Test Review
Consider Take-Home Tests and Quizzes
Limit Classroom Interruptions
Avoiding a Lockstep Approach
Establishing the Right Atmosphere
Assessing and Monitoring Your Classroom Management Strategies
Case Study: Investigating Contour Lines
Questions for Reflection and Discussion
CHAPTER 9: DEVELOPING EFFECTIVE QUESTIONING SKILLS
The Purpose of Questions
Bloom’s Taxonomy
Expository Questions
Quality Questions Model Quality Thinking
Questioning Techniques
Just Tell Me the Answer
The Power of Praise and Positive Reinforcement
A Three-Step Approach to Better Questioning
Step 1: Ask a Question
Step 2: Ask a Follow-Up Question
Step 3: Respond to the Answer With an Acknowledgment
Recalibrate Your Questioning Skills
Exploratory Questions
Seven Segments of Science Inquiry With Exploratory Questions and Prompts
Case Study: Designing a Professional Development Plan
Questions for Reflection and Discussion
CHAPTER 10: ASSESSING SCIENTIFIC INQUIRY
The Anxiety Over Assessment
Curriculum Alignment
Formative and Summative Assessment Tools
Designing Assessments
Choosing the Right Test Item
Using Multiple Assessments
Authentic Assessments
Performance Tasks
Rubrics
Transcending Questions
Monitoring Charts
Structured Interviews
Self-Assessments
Capstone Projects
Transitioning to New Assessments
Case Study: Measuring and Assessing Centripetal Force
The Prelab
Brainstorming and Planning the Investigation
Carrying Out the Investigation
Communicating the Results
Summarizing the Results of the Lesson
Questions for Reflection and Discussion
CHAPTER 11: CREATING A CLASSROOM CULTURE OF INQUIRY AND ARGUMENTATION
The Environment of a Traditional Classroom
The Environment of an Inquiry-Based Classroom
Students in an Inquiry-Based Classroom
Students Acting as Researchers
Students Working in Groups
Students Utilizing Higher-Level Thinking Skills
Students Showing Interest in Science
Teachers in an Inquiry-Based Classroom
A Classroom Culture That Fosters Inquiry and Argumentation
Reflecting on a Teaching Career
The Story of Mr. Baker
Final Thoughts: Your Legacy
Questions for Reflection and Discussion
RESOURCE A: RESOURCES FOR HIGH SCHOOL SCIENCE TEACHERS
Print Resources on Scientific Inquiry and Argumentation
Print Resources on Inquiry- and Argument-Based Investigations
Print Resources on Constructivism
Print Resources on Science Standards and Science Literacy
Print Resources on Assessment
Print Resources on General Science Areas
Multimedia Resources on Scientific Inquiry and Argumentation
Online Resources on Scientific Inquiry and Argumentation
Professional Organizations
RESOURCE B: BOTTLE HANDOUT
REFERENCES
INDEX