Teaching High School Science Through Inquiry and Argumentation

Second Edition
Douglas J. Llewellyn - St. John Fisher College, Rochester, NY
Teaching High School Science Through Inquiry and Argumentation
November 2012 | 280 pages | Corwin
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eBook
ISBN: 9781452283739
Available from January 0001
Paperback
ISBN: 9781452244457
Available from January 0001

Description

Proven ways to teach next generation science!

The numbers are in and the pressure is on. The U.S's lead in science is very much at risk. If we're to help ensure our students achieve scientific literacy, we need to take a critical look at what's working and what isn't. One thing we know for certain: inquiry and argumentation are key, and the single-best resource on the subject is Teaching High School Science Through Inquiry and Argumentation.

Devoted to Grades 9–12, this new edition of Douglas Llewellyn's ground-breaking text aligns the four key elements of effective science education: scientific literacy, inquiry, argumentation, and the nature of science. Fully revised, the second edition features 

  • Content that addresses the new direction of science standards 
  • Exceptional coverage of scientific argumentation
  • Enhanced chapters on assessment and classroom management
  • Questioning techniques that promote the most learning
  • Activities that emphasize making claims and citing evidence
  • New examples of inquiry investigations
  • New approaches to traditional labs
  • Case studies and vignettes that model exemplary science instruction

With its standards-based content, there's no better resource to help you elevate your teaching to meet the call for instructional reform.

Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, New York. Previously, he was the K–12 Director of Science at the Rochester City School District, a junior high school principal, and a middle school science teacher. His books include Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3–8 and Differentiated Science Inquiry, both published by Corwin.

"Llewellyn's approach supports educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used."
—Page Keeley, Past President, National Science Teachers Association
Author of Science Formative Assessment

Contents

Preface

Preface

About the Author

  • Chapter 1: Constructing an Understanding of Inquiry
  • Chapter 2: Constructing an Understanding of Scientific Argumentation
  • Chapter 3: Learning About Inquiry and Argumentation Through Case Studies
  • Chapter 4: Choosing to Become an Inquiry-Based Teacher
  • Chapter 5: Developing a Philosophy for Inquiry
  • Chapter 6: Four Levels of Science Inquiry
  • Chapter 7: Modifying a Lab Activity Into an Inquiry- and Argument-Based Investigation
  • Chapter 8: Managing the Inquiry-Based Classroom
  • Chapter 9: Developing Effective Questioning Skills
  • Chapter 10: Assessing Scientific Inquiry
  • Chapter 11: Creating a Classroom Culture of Inquiry and Argumentation
  • Resource A: Resources for High School Science Teachers
  • Resource B: Bottle Handout

References

References

Index

Index

Description

Proven ways to teach next generation science!

The numbers are in and the pressure is on. The U.S's lead in science is very much at risk. If we're to help ensure our students achieve scientific literacy, we need to take a critical look at what's working and what isn't. One thing we know for certain: inquiry and argumentation are key, and the single-best resource on the subject is Teaching High School Science Through Inquiry and Argumentation.

Devoted to Grades 9–12, this new edition of Douglas Llewellyn's ground-breaking text aligns the four key elements of effective science education: scientific literacy, inquiry, argumentation, and the nature of science. Fully revised, the second edition features 

  • Content that addresses the new direction of science standards 
  • Exceptional coverage of scientific argumentation
  • Enhanced chapters on assessment and classroom management
  • Questioning techniques that promote the most learning
  • Activities that emphasize making claims and citing evidence
  • New examples of inquiry investigations
  • New approaches to traditional labs
  • Case studies and vignettes that model exemplary science instruction

With its standards-based content, there's no better resource to help you elevate your teaching to meet the call for instructional reform.

Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, New York. Previously, he was the K–12 Director of Science at the Rochester City School District, a junior high school principal, and a middle school science teacher. His books include Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3–8 and Differentiated Science Inquiry, both published by Corwin.

"Llewellyn's approach supports educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used."
—Page Keeley, Past President, National Science Teachers Association
Author of Science Formative Assessment

Contents

Preface

Preface

About the Author

  • Chapter 1: Constructing an Understanding of Inquiry
  • Chapter 2: Constructing an Understanding of Scientific Argumentation
  • Chapter 3: Learning About Inquiry and Argumentation Through Case Studies
  • Chapter 4: Choosing to Become an Inquiry-Based Teacher
  • Chapter 5: Developing a Philosophy for Inquiry
  • Chapter 6: Four Levels of Science Inquiry
  • Chapter 7: Modifying a Lab Activity Into an Inquiry- and Argument-Based Investigation
  • Chapter 8: Managing the Inquiry-Based Classroom
  • Chapter 9: Developing Effective Questioning Skills
  • Chapter 10: Assessing Scientific Inquiry
  • Chapter 11: Creating a Classroom Culture of Inquiry and Argumentation
  • Resource A: Resources for High School Science Teachers
  • Resource B: Bottle Handout

References

References

Index

Index

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Teaching High School Science Through Inquiry and Argumentation

Douglas J. Llewellyn
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November 2012 | 280 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781452244457 $46.95
Lifetime 01/02/2026 9781452283739 $43.00

Proven ways to teach next generation science!

The numbers are in and the pressure is on. The U.S's lead in science is very much at risk. If we're to help ensure our students achieve scientific literacy, we need to take a critical look at what's working and what isn't. One thing we know for certain: inquiry and argumentation are key, and the single-best resource on the subject is Teaching High School Science Through Inquiry and Argumentation.

Devoted to Grades 9–12, this new edition of Douglas Llewellyn's ground-breaking text aligns the four key elements of effective science education: scientific literacy, inquiry, argumentation, and the nature of science. Fully revised, the second edition features 

  • Content that addresses the new direction of science standards 
  • Exceptional coverage of scientific argumentation
  • Enhanced chapters on assessment and classroom management
  • Questioning techniques that promote the most learning
  • Activities that emphasize making claims and citing evidence
  • New examples of inquiry investigations
  • New approaches to traditional labs
  • Case studies and vignettes that model exemplary science instruction

With its standards-based content, there's no better resource to help you elevate your teaching to meet the call for instructional reform.

Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, New York. Previously, he was the K–12 Director of Science at the Rochester City School District, a junior high school principal, and a middle school science teacher. His books include Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3–8 and Differentiated Science Inquiry, both published by Corwin.

"Llewellyn's approach supports educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used."
—Page Keeley, Past President, National Science Teachers Association
Author of Science Formative Assessment


Table Of Contents:

  • Preface
  • About the Author
  • Chapter 1: Constructing an Understanding of Inquiry
  • Chapter 2: Constructing an Understanding of Scientific Argumentation
  • Chapter 3: Learning About Inquiry and Argumentation Through Case Studies
  • Chapter 4: Choosing to Become an Inquiry-Based Teacher
  • Chapter 5: Developing a Philosophy for Inquiry
  • Chapter 6: Four Levels of Science Inquiry
  • Chapter 7: Modifying a Lab Activity Into an Inquiry- and Argument-Based Investigation
  • Chapter 8: Managing the Inquiry-Based Classroom
  • Chapter 9: Developing Effective Questioning Skills
  • Chapter 10: Assessing Scientific Inquiry
  • Chapter 11: Creating a Classroom Culture of Inquiry and Argumentation
  • Resource A: Resources for High School Science Teachers
  • Resource B: Bottle Handout
  • References
  • Index

Recent Product Reviews:

"This book is a comprehensive resource to aid teachers who are interested in initiating a 'student–centered' classroom and improving scientific literacy of their students in an effort to meet national science standards."
NSTA Recommends, February 2013
"Like his first edition, this book is essential reading for both new and veteran science teachers. With the publication of the new AP Biology curriculum and its inquiry based labs, as well as the soon to come Next Generation Science Standards, it has never been more important to integrate inquiry into our classrooms."
James Dixon, 2012 Massachusetts Outstanding Biology Teacher of the Year
"This books in a valuable resource for advancing the scientific practices in the Next Generation Science Standards. Dr. Llewellyn's approach to situating argumentation into inquiry-based teaching and learning, will support teacher educators in realizing the central role argumentation plays in helping students make defensible connection between claims, data, evidence, and explanations. Not only is this a timely publication, but one that is sure to be well-used."
Page Keeley, Past President, National Science Teachers Association

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