Teaching inquiry science in middle and secondary schools

著者

    • Lawson, Anton E.

書誌事項

Teaching inquiry science in middle and secondary schools

Anton E. Lawson

Sage, c2010

  • : pbk

大学図書館所蔵 件 / 全3件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 293-302) and index

内容説明・目次

内容説明

Provides solutions for using inquiry-based teaching while meeting standards This compelling new text practices what it preaches-it uses the inquiry approach to teach the inquiry approach. 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? Key Features Focus on inquiry teaching methods: This text shows teachers how to use inquiry-based teaching in a standards-based environment. Practical examples: Several examples of inquiry lessons are provided, along with examples of classroom management techniques, lesson planning procedures, and effective evaluation procedures. Research-based content: Written by a leader in the field, the book includes current and important research to frame the examples and methods. Ancillaries A password-protected instructor resources site includes PowerPoint slides for each chapter, a test bank, chapter outlines with notes, Internet resources, and sample assignments.

目次

Part I. The Nature of Science 1. 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 2. 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? Part II. Student Thinking, Development, and Learning 3. 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 4. 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 Part III. Elements of Inquiry Instruction 5. The Origins And Outcomes of Inquiry Instruction A Brief History of Science Instruction Outcomes of Inquiry Instruction 6. Inquiry Instruction Exploring Instructional Alternatives Types of Learning Cycles How Do Learning Cycles Relate to Doing Science? Using Textboks to Introduce New Terms 7. Planning For Inquiry Questions to Consider Preparing Good Lesson Plans 8. Technology, Labs, and Safety in the Inquiry Classroom Classroom Technology Labs in the Inquiry Classroom Lab Safety and Organism Use Part IV. Instructional Strategies 9. Demonstrations, Lectures, Discussions, and Field Trips Demonstrations Lectures Discussions Field Trips 10. Managing the Inquiry Classroom Classrooms Rules and Procedures Solving Management Problems The Classroom Management Survey 11. 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 12. Curriculum Development Types of Concepts Conceptual Systems Inititating and Sequencing Units Teaching the Ecosystem Conceptual System Scheduling Learning Cycles Integrating Technological and Societal Issues 13. 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 Part V. Professional Induction and Development 14. 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 15. Professional Development Professional Development Standards Good Teaching Really Matters Conducting Action Research in Your Classroom

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