Inquiry-based science -- Visual, embodied and language representations in teaching inquiry based-science : a case study -- Developing scientific literacy -- Promoting scientific discourse -- Structuring cooperative learning to promote social and academic learning -- The structure of observed learning outcomes (SOLO) taxonomy : assessing students' reasoning, problem-solving and learning.
Summary:
"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 are implemented in science classrooms to affect student engagement and learning"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.