Inquiry-based science education / Robyn M. Gillies.
Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solu...
Saved in:
| Online Access: |
Full Text (via Taylor & Francis) |
|---|---|
| Main Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
Boca Raton, FL :
CRC Press,
[2020]
|
| Series: | CRC focus series.
Global science education. |
| Subjects: |
MARC
| LEADER | 00000cam a2200000xi 4500 | ||
|---|---|---|---|
| 001 | b11663492 | ||
| 003 | CoU | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 200130s2020 flua ob 001 0 eng d | ||
| 005 | 20230817232929.4 | ||
| 019 | |a 1139306800 |a 1206183759 | ||
| 020 | |a 9780429299179 |q (electronic book) | ||
| 020 | |a 0429299176 |q (electronic book) | ||
| 020 | |a 1000036219 |q (electronic book) | ||
| 020 | |a 9781000036268 |q (electronic book |q Mobipocket) | ||
| 020 | |a 100003626X |q (electronic book |q Mobipocket) | ||
| 020 | |a 9781000036213 |q (electronic bk.) | ||
| 020 | |z 9780367279233 | ||
| 024 | 7 | |a 10.1201/9780429299179 | |
| 035 | |a (OCoLC)tfe1138019493 | ||
| 035 | |a (OCoLC)1138019493 |z (OCoLC)1139306800 |z (OCoLC)1206183759 | ||
| 037 | |a tfe9780429299179 | ||
| 040 | |a TYFRS |b eng |e rda |e pn |c TYFRS |d TYFRS |d UKMGB |d YDXIT |d OCLCF |d YDX |d OCLCQ |d N$T |d TSC | ||
| 049 | |a GWRE | ||
| 050 | 4 | |a Q181 |b .G55 2020 | |
| 100 | 1 | |a Gillies, Robyn M., |d 1949- |e author. |0 http://id.loc.gov/authorities/names/n2003094314 |1 http://isni.org/isni/0000000078516761. | |
| 245 | 1 | 0 | |a Inquiry-based science education / |c Robyn M. Gillies. |
| 264 | 1 | |a Boca Raton, FL : |b CRC Press, |c [2020] | |
| 300 | |a 1 online resource (vi, 115 pages) : |b illustrations. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 490 | 1 | |a CRC focus series. | |
| 490 | 1 | |a Global science education. | |
| 545 | 0 | |a Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC), her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Chapter 1: Inquiry-based science BACKGROUND INQUIRY-BASED SCIENCE USING INQUIRY-BASED SCIENCE TO CHALLENGE THINKING Cooperative Learning Activities Strategies to help students learn to work cooperatively together Group size Group composition. Type of task Individual reflection activity Groups Action Plan Characteristics of Complex Tasks CHALLENGES IMPLEMENTING INQUIRY-BASED SCIENCE CHAPTER SUMMARY ADDITIONAL READINGS Chapter 2: Visual, embodied and language representations in teaching inquiry based-science: A case study INTRODUCTION TYPES OF REPRESENTATIONS Purpose of the case study METHOD Context for the study Inquiry-based science unit Data collection Teacher measures RESULTS AND DISCUSSION The inquiry-based science lessons Lesson 1: Engage Lesson 2: Explore Lesson 3: Explain Lesson 4: Elaborate Lesson 5: Evaluate CHAPTER SUMMARY ADDITIONAL READINGS Chapter 3: Developing scientific literacy INTRODUCTION BACKGROUND SCIENTIFIC LITERACY Questions that challenge childrens understandings Question Stems and Cognitive Processes The discourse of science Encouraging audience participation Linguistic Tools that promote student discussion Accountable Talk Exploratory Talk Philosophy for Children (P4C) CHAPTER SUMMARY ADDITIONAL READINGS Chapter 4: Promoting scientific discourse INTRODUCTION DIALOGIC TEACHING Example of Dialogic Teaching Dialogic interactions in a cooperative group setting STRATEGIES TO PROMOTE DIALOGIC INTERACTIONS DIALOGIC STRATEGIES FOR STUDENTS Critical Thinking Skills CHAPTER SUMMARY ADDITIONAL READINGS Chapter 5: Structuring cooperative learning to promote social and academic learning INTRODUCTION COOPERATIVE LEARNING BENEFITS OF COOPERATIVE LEARNING Advantages of small, cooperative group instruction Types of cooperative learning groups KEY ELEMENTS IN COOPERATIVE LEARNING Skills that Facilitate Interpersonal Communication STRATEGIES FOR CONSTRUCTING COOPERATION IN GROUPS STRATEGIES FOR ASSESSING COOPERATIVE LEARNING CHAPTER SUMMARY ADDITIONAL READINGS Chapter 6: The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing students reasoning, problem-solving and learning INTRODUCTION THE SOLO TAXONOMY FIVE LEVELS OF THE SOLO TAXONOMY INTENDED LEARNING OUTCOMES Examples of the increasing complexity in students language: Using the SOLO Taxonomy CHAPTER SUMMARY ADDITIONAL READINGS. | |
| 520 | |a Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on February 17, 2020) | |
| 650 | 0 | |a Science |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85118587. | |
| 650 | 0 | |a Inquiry-based learning. |0 http://id.loc.gov/authorities/subjects/sh2003011742. | |
| 650 | 7 | |a Inquiry-based learning. |2 fast |0 (OCoLC)fst01199976. | |
| 650 | 7 | |a Science |x Study and teaching. |2 fast |0 (OCoLC)fst01108387. | |
| 776 | 0 | 8 | |i Print version: |z 9780367279233. |
| 856 | 4 | 0 | |u https://colorado.idm.oclc.org/login?url=https://www.taylorfrancis.com/books/9780429299179 |z Full Text (via Taylor & Francis) |
| 830 | 0 | |a CRC focus series. |0 http://id.loc.gov/authorities/names/no2018152069. | |
| 830 | 0 | |a Global science education. |0 http://id.loc.gov/authorities/names/n2019189058. | |
| 907 | |a .b116634923 |b 10-19-21 |c 01-23-21 | ||
| 915 | |a I | ||
| 998 | |a web |b 09-14-21 |c b |d b |e - |f eng |g flu |h 0 |i 1 | ||
| 907 | |a .b116634923 |b 10-05-21 |c 01-23-21 | ||
| 907 | |a .b116634923 |b 09-14-21 |c 01-23-21 | ||
| 944 | |a MARS - RDA ENRICHED | ||
| 956 | |a Taylor & Francis eBooks | ||
| 956 | |b Taylor & Francis All eBooks | ||
| 999 | f | f | |i 96d230cf-b03f-55c6-93e1-a5d3c9924a6a |s 17e16442-98c2-5f32-88ee-2e928e2bc23a |
| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e Q181 .G55 2020 |h Library of Congress classification |i web |n 1 |