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Summary
Summary
The Science Quest introduces the Inquiry/Discovery instructional framework, an innovative method for captivating students? interest in science, for building their skills in scientific thinking, and for dramatically enriching their understanding of scientific content and concepts. For teachers curious how to implement ?inquiry? learning as called for in the National Science Education Standards, this book provides detailed and practical guidance. It shows teachers how to transform ordinary lessons in ways that 1) encourage students to take initiative in posing scientific ?inquiry? questions; and 2) enable students to independently ?discover? answers to their questions by engaging in investigative practices and critically evaluating the findings. Inquiry/Discovery practices can be introduced in stages, starting with simple activities and gradually increasing the levels of challenge.
The Science Quest includes everything a teacher needs to bring successful instruction, including:
Extensive lesson planning and assessment tools Suggestions on working with students in teams Scores of sample lessons from varied disciplinesAuthor Notes
THE AUTHORS
FRANK X. SUTMAN is professor emeritus at Temple University, where he served as science teacher educator, senior scholar, and coordinator of the Center for Science Laboratory Studies. JOSEPH S. SCHMUCKLER is lead professor of science education and professor of chemistry at Temple University. JOYCE D. WOODFIELD is??a middle-school teacher who has taught numerous subjects, primarily??in the language arts.
Table of Contents
| Preface |
| About the Authors |
| The Contibutors |
| 1 Rethinking How Science Is Taught |
| Critical Thinking and Inquiry |
| Understanding Student Inquiry/Discovery |
| Teaching Strategies for Inquiry/Discovery Learning |
| 2 Linking Inquiry/Discovery and Content Learning |
| The Importance of Hands-On Activities |
| Establishing Learning Goals |
| Necessary Classroom Tools and Resources |
| A Sample Lesson: Study of Archimedes' Principle |
| Instruction Supporting Inquiry/Discovery Lessons |
| Assessment in Inquiry/Discovery Lessons |
| Summary |
| 3 Introducing and Planning Inquiry/Discovery Lessons |
| Building "Rigor" into Science Learning |
| Understanding Levels of Student Responsibility: The "Instructional Matrix" |
| The Instructional Matrix in Planning Science Lessons |
| Designing Inquiry/Discovery Lesson Sequences |
| Structuring Lessons to Best Meet the Potential of Students |
| Summary |
| 4 Inquiry/Discovery Lessons for Middle School |
| Lesson I: Astronomy (Measuring Distances |
| Lesson 2: Study of Mass, Volume, and Density |
| Lesson 3: Energy Conservation |
| Summary |
| 5 Inquiry/Discovery Lessons for High School |
| Lesson 1: Energy, Work, and Power (Physics |
| Lesson 2: Study of Cell Sizes: A Simulation (Biology |
| Lesson 3: Effects of Chemicals on Metabolism (Biology and Chemistry |
| Lesson 4: Study of Hydrogen, Oxygen, and Water (Chemistry |
| Lesson 5: Study of Oxidation and Reduction (Chemistry/Geology |
| Summary |
| 6 Supportive Instruction in Language and Team Building |
| The Scope of Inquiry/Discovery |
| Implementing Higher-Order Student Questioning |
| Working with Students in Teams |
| Supportive Strategies for Students with Special Needs |
| Service Learning as an Incentive for Inquiry/Discovery |
| Integrating Language Arts and Science: Another Look |
| Summary |
| 7 Assessment of Inquiry/Discovery and Content Learning |
| Assessment Goals in Inquiry/Discovery Instruction |
| Approaches to Assessment |
| The Teacher's Shifting Roles in Inquiry/Discovery Assessment |
| A Balance of Assessment Practices |
| Summary |
| 8 Managing Inquiry/Discovery in the Classroom |
| Homework |
| Classroom Management |
| Classroom Laboratory Essentials |
| Putting It All Together |
| 9 Looking to the Future: The Globalization Challenge |
| Support for Dedicated Teachers of Science |
| Concluding Thought |
| Appendix ASelected Classroom Resources |
| Appendix BWriting Tools |
| Appendix CAssessment Tools |
| References |
| Index |
