Inquire Within
Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8
Third Edition
Douglas J. Llewellyn
- St. John Fisher College, Rochester, NY
Purchase
eBook
ISBN:
9781452299273
Available from
January 0001
Paperback
ISBN:
9781452299280
Available from
January 0001
Description
Your definitive guide to inquiry- and argument-based science—updated for today’s standards!
Like most teachers, are you struggling to make sense of the many recent shifts in science education, especially the NGSS? Luckily Doug Lllewellyn is here to guide you every step along the way. His two big aims with this new edition of Inquire Within? To help you engage students in activities and explorations that draw on their big questions, then build students’ capacity to defend their claims.
Always striking a balance between the “why” and the “how,” this third edition models what the new reform efforts looks like in day-to-day practice. New features include how to
- Teach argumentation, a key standards requirement and 21st century career skill
- Adapt existing science curricula for inquiry-based learning to meet today’s standards
- Effectively differentiate scientific instruction for multiple intelligences to drive student achievement
- Improve students’ language arts, analytic, and communication skills through inquiry-based instruction
- Utilize the many inquiry-based lesson plans
- Develop your own inquiry-based mindset and grow professionally
You’ll quickly discover for yourself that this third edition of Inquire Within stands on its own as your single-best resource for keeping pace with science reform in the classroom.
"Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers.”
Juliana Texley, President-Elect
National Science Teachers Association
“Llewellyn’s Inquire Within provides strategies to support our efforts and infuse the components of the Next Generation Science Standards in our instruction through inquiry. It should be at the elbow of every teacher interested in understanding inquiry and meeting the challenge.”
Linda Froschauer, Past-President
National Science Teachers Association
Contents
Preface
- A Major Shift in Achieving Scientific Literacy
- What's New in the Third Edition?
- Who Should Read This Book?
Acknowledgments
Acknowledgments
About the Author
- Chapter 1. Constructing an Understanding of Science Inquiry
- What the Exploratorium Means by Inquiry
- What the National Science Education Standards Say About Inquiry
- What the National Science Teachers Association Says About Inquiry
- What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Inquiry
- Twelve Beliefs (and Rebuttals) About Inquiry-Based Teaching and Learning
- Inquiry as a Thinking Skill
- "Inquiring With Fruit"
- The Inquiry Cycle
- A Definition of Inquiry
- Inquiry and Scientific Literacy
- Inquiry and the Nature of Science
- Inquiry and Naturalistic Intelligence
- One More Look at Defining Scientific Inquiry
- Questions for Reflection and Discussion
- Chapter 2. Integrating Language Arts and Argumentation Into Science
- The Common Core State Standards and Science: A Natural Pairing
- A Fourth-Grade Integrated Language Arts and Science Lesson on Levers
- The Influence of Media on Children
- What Is a Scientific Argument?
- Parts of an Argument
- Making a Case for Argumentation
- What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Argumentation
- Scaffolding Toward Argumentation
- Verbal Prompts
- Painting a Picture of What Real Scientists Do
- Questions for Reflection and Discussion
- Chapter 3. Choosing to Become an Inquiry-Based Teacher
- Self-Directed Learning
- What's Your Instructional Pie?
- Steps in Becoming an Inquiry-Based Teacher
- Monitoring Your Progress
- An Inquiry Self-Assessment Survey
- Your First Try at Inquiry
- The Importance of Modeling
- Making a Commitment
- Building Capacity Through Bugs-o-Copters
- Your IQ: Inquiry Quotient
- Questions for Reflection and Discussion
- Chapter 4. Developing a Mind-Set for Inquiry
- What Is Constructivism?
- The Constructivist Learning Model
- The Conceptual Change Model
- Can I Change My Mind?
- Misconceptions: What You Know May Not Be So
- Where Do Misconceptions Come From?
- Comparing the Earth and the Moon
- How Far Is the Moon?
- Why Teach to Misconceptions?
- Uncovering Misconceptions in Science
- Historical Development of Constructivism
- Constructivism Today
- How Children Learn Science
- Mother Goose as a Scientist
- The Child as a Scientist
- All Things Are Possible
- Questions for Reflection and Discussion
- Chapter 5. Different Approaches for Teaching Through Inquiry
- Why Johnny Can't Inquire
- Promoting Student Inquiries
- Invitation to Inquiry
- Demonstrated Inquiries
- Structured Inquiries
- Guided or Teacher-Initiated Inquiries
- Self-Directed or Student-Initiated Inquiries
- The Role of the Teacher for Each Approach
- Guiding Students Into Inquiry
- Investigating Balls and Ramps
- K-W-L Charts
- An Invitation to Inquiry Grid Summary
- Modifying a Traditional Lab Into an Inquiry Investigation
- Two Contrasting Models of Teaching
- The 5E Learning Cycle
- Investigating Mealworms
- The Constructivist Inquiry Cycle
- Effective Inquiry- and Argument-Based Teaching
- Questions for Reflection and Discussion
- Chapter 6. Designing Problem-Solving and Inquiry- and Argument-Based Investigations
- The Myth of the Scientific Method
- How Scientists Use Models in Science
- Scientific Problem Solving
- A Model for Scientific Problem Solving
- The Benefits of Scientific Problem-Solving Activities
- Scientific Problem Solving Versus Inquiry
- Seven Segments of Inquiry
- Differentiated Science Inquiry
- A Pendulum Investigation
- Science Process Skill Stations
- Argument-Based Investigations
- Questions for Reflection and Discussion
- Chapter 7. Managing the Inquiry-Based Classroom
- Making Time for Inquiry and Argumentation
- Avoiding a Lockstep Approach
- Establishing the Right Atmosphere
- Teaching Inquiry to Second Language Learners and Students With Special Needs
- Strategies for Integrating Language Instruction Into Science
- Integrating Inquiry With Technology
- Assessing and Monitoring Your Classroom Management Strategies
- Questions for Reflection and Discussion
- Chapter 8. Developing Effective Questioning Skills for Science Inquiry
- Quality Questions Model Quality Thinking
- Classroom Questions
- Bloom's Taxonomy
- Answering Questions and Questioning Answers
- Clarifying, Focusing, Prompting, and Probing Questions
- Expository Questions
- The Interaction of Expository Questioning
- 15 Tips for Helping You Frame Your Expository Questions
- The Power of Praise and Positive Reinforcement
- A Three-Step Approach to Better Questioning
- Exploratory Questions
- Why You Can't Investigate a "Why" Question
- Recalibrate Your Questioning Skills
- Questions for Reflection and Discussion
- Chapter 9. Assessing Science Inquiry
- The Anxiety Over Testing
- Testing Versus Assessment Versus Evaluation
- Curriculum Alignment
- Assessing Inquiry-Based Science
- Three Categories of Assessment
- Designing Assessments
- Choosing the Right Test
- Differentiated Assessment
- Using a Multiple-Assessment Approach
- Authentic Assessments
- Transitioning to New Assessment Systems
- Questions for Reflection and Discussion
- Chapter 10. Creating a Classroom Culture of Inquiry and Argumentation
- Traditional and Inquiry-Centered Classrooms
- Design Your Inquiry-Centered Classroom
- Students in an Inquiry-Centered Classroom
- Teachers in an Inquiry-Centered Classroom
- Constructing a Graphic Organizer of an Inquiry-Centered Classroom
- Teachers as Agents of Change
- Highly Effective Science Teachers
- Final Thoughts: Your Legacy
- Questions for Reflection and Discussion
Resource A. Resources for Teachers
- Print Resources on Inquiry- and Argument-Based Teaching
- Print Resources on Designing Inquiry- and Argument-Based Investigations
- Print Resources on Constructivism
- Print Resources on Different Approaches to Science Inquiry
- Print Resources on Science Standards and Reform
- Print Resources on Science Literacy, History of Science, and the Nature of Science
- Print Resources on Demonstrated Inquiries and Discrepant Events
- Print Resources on Second Language Learners
- Print Resources on Effective Questioning Skills
- Print Resources on Assessment
- Online Resources on Inquiry
- Professional Organizations
Resource B. Lever Lesson Plan
Resource B. Lever Lesson Plan
Resource C. Bottle
Resource C. Bottle
Resource D. Rubric for Becoming an Inquiry-Based Teacher
Resource D. Rubric for Becoming an Inquiry-Based Teacher
Resource E. Inquiry Self-Assessment Response Grids
Resource E. Inquiry Self-Assessment Response Grids
Resource F. Inquiry Self-Assessment Summary Matrix
Resource F. Inquiry Self-Assessment Summary Matrix
Resource G. Short-Eared and Long-Eared Bugs-o-Copters
Resource G. Short-Eared and Long-Eared Bugs-o-Copters
Resource H. Investigating Oobleck
Resource H. Investigating Oobleck
Resource I. Seven Segments of Inquiry
Resource I. Seven Segments of Inquiry
Resource J. How to Make a Cartesian Diver
Resource J. How to Make a Cartesian Diver
Resource K. Touch Squares
Resource K. Touch Squares
Resource L. 18 Concept Statements
Resource L. 18 Concept Statements
References
References
Index
Index
Description
Your definitive guide to inquiry- and argument-based science—updated for today’s standards!
Like most teachers, are you struggling to make sense of the many recent shifts in science education, especially the NGSS? Luckily Doug Lllewellyn is here to guide you every step along the way. His two big aims with this new edition of Inquire Within? To help you engage students in activities and explorations that draw on their big questions, then build students’ capacity to defend their claims.
Always striking a balance between the “why” and the “how,” this third edition models what the new reform efforts looks like in day-to-day practice. New features include how to
- Teach argumentation, a key standards requirement and 21st century career skill
- Adapt existing science curricula for inquiry-based learning to meet today’s standards
- Effectively differentiate scientific instruction for multiple intelligences to drive student achievement
- Improve students’ language arts, analytic, and communication skills through inquiry-based instruction
- Utilize the many inquiry-based lesson plans
- Develop your own inquiry-based mindset and grow professionally
You’ll quickly discover for yourself that this third edition of Inquire Within stands on its own as your single-best resource for keeping pace with science reform in the classroom.
"Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers.”
Juliana Texley, President-Elect
National Science Teachers Association
“Llewellyn’s Inquire Within provides strategies to support our efforts and infuse the components of the Next Generation Science Standards in our instruction through inquiry. It should be at the elbow of every teacher interested in understanding inquiry and meeting the challenge.”
Linda Froschauer, Past-President
National Science Teachers Association
Contents
Preface
- A Major Shift in Achieving Scientific Literacy
- What's New in the Third Edition?
- Who Should Read This Book?
Acknowledgments
Acknowledgments
About the Author
- Chapter 1. Constructing an Understanding of Science Inquiry
- What the Exploratorium Means by Inquiry
- What the National Science Education Standards Say About Inquiry
- What the National Science Teachers Association Says About Inquiry
- What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Inquiry
- Twelve Beliefs (and Rebuttals) About Inquiry-Based Teaching and Learning
- Inquiry as a Thinking Skill
- "Inquiring With Fruit"
- The Inquiry Cycle
- A Definition of Inquiry
- Inquiry and Scientific Literacy
- Inquiry and the Nature of Science
- Inquiry and Naturalistic Intelligence
- One More Look at Defining Scientific Inquiry
- Questions for Reflection and Discussion
- Chapter 2. Integrating Language Arts and Argumentation Into Science
- The Common Core State Standards and Science: A Natural Pairing
- A Fourth-Grade Integrated Language Arts and Science Lesson on Levers
- The Influence of Media on Children
- What Is a Scientific Argument?
- Parts of an Argument
- Making a Case for Argumentation
- What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Argumentation
- Scaffolding Toward Argumentation
- Verbal Prompts
- Painting a Picture of What Real Scientists Do
- Questions for Reflection and Discussion
- Chapter 3. Choosing to Become an Inquiry-Based Teacher
- Self-Directed Learning
- What's Your Instructional Pie?
- Steps in Becoming an Inquiry-Based Teacher
- Monitoring Your Progress
- An Inquiry Self-Assessment Survey
- Your First Try at Inquiry
- The Importance of Modeling
- Making a Commitment
- Building Capacity Through Bugs-o-Copters
- Your IQ: Inquiry Quotient
- Questions for Reflection and Discussion
- Chapter 4. Developing a Mind-Set for Inquiry
- What Is Constructivism?
- The Constructivist Learning Model
- The Conceptual Change Model
- Can I Change My Mind?
- Misconceptions: What You Know May Not Be So
- Where Do Misconceptions Come From?
- Comparing the Earth and the Moon
- How Far Is the Moon?
- Why Teach to Misconceptions?
- Uncovering Misconceptions in Science
- Historical Development of Constructivism
- Constructivism Today
- How Children Learn Science
- Mother Goose as a Scientist
- The Child as a Scientist
- All Things Are Possible
- Questions for Reflection and Discussion
- Chapter 5. Different Approaches for Teaching Through Inquiry
- Why Johnny Can't Inquire
- Promoting Student Inquiries
- Invitation to Inquiry
- Demonstrated Inquiries
- Structured Inquiries
- Guided or Teacher-Initiated Inquiries
- Self-Directed or Student-Initiated Inquiries
- The Role of the Teacher for Each Approach
- Guiding Students Into Inquiry
- Investigating Balls and Ramps
- K-W-L Charts
- An Invitation to Inquiry Grid Summary
- Modifying a Traditional Lab Into an Inquiry Investigation
- Two Contrasting Models of Teaching
- The 5E Learning Cycle
- Investigating Mealworms
- The Constructivist Inquiry Cycle
- Effective Inquiry- and Argument-Based Teaching
- Questions for Reflection and Discussion
- Chapter 6. Designing Problem-Solving and Inquiry- and Argument-Based Investigations
- The Myth of the Scientific Method
- How Scientists Use Models in Science
- Scientific Problem Solving
- A Model for Scientific Problem Solving
- The Benefits of Scientific Problem-Solving Activities
- Scientific Problem Solving Versus Inquiry
- Seven Segments of Inquiry
- Differentiated Science Inquiry
- A Pendulum Investigation
- Science Process Skill Stations
- Argument-Based Investigations
- Questions for Reflection and Discussion
- Chapter 7. Managing the Inquiry-Based Classroom
- Making Time for Inquiry and Argumentation
- Avoiding a Lockstep Approach
- Establishing the Right Atmosphere
- Teaching Inquiry to Second Language Learners and Students With Special Needs
- Strategies for Integrating Language Instruction Into Science
- Integrating Inquiry With Technology
- Assessing and Monitoring Your Classroom Management Strategies
- Questions for Reflection and Discussion
- Chapter 8. Developing Effective Questioning Skills for Science Inquiry
- Quality Questions Model Quality Thinking
- Classroom Questions
- Bloom's Taxonomy
- Answering Questions and Questioning Answers
- Clarifying, Focusing, Prompting, and Probing Questions
- Expository Questions
- The Interaction of Expository Questioning
- 15 Tips for Helping You Frame Your Expository Questions
- The Power of Praise and Positive Reinforcement
- A Three-Step Approach to Better Questioning
- Exploratory Questions
- Why You Can't Investigate a "Why" Question
- Recalibrate Your Questioning Skills
- Questions for Reflection and Discussion
- Chapter 9. Assessing Science Inquiry
- The Anxiety Over Testing
- Testing Versus Assessment Versus Evaluation
- Curriculum Alignment
- Assessing Inquiry-Based Science
- Three Categories of Assessment
- Designing Assessments
- Choosing the Right Test
- Differentiated Assessment
- Using a Multiple-Assessment Approach
- Authentic Assessments
- Transitioning to New Assessment Systems
- Questions for Reflection and Discussion
- Chapter 10. Creating a Classroom Culture of Inquiry and Argumentation
- Traditional and Inquiry-Centered Classrooms
- Design Your Inquiry-Centered Classroom
- Students in an Inquiry-Centered Classroom
- Teachers in an Inquiry-Centered Classroom
- Constructing a Graphic Organizer of an Inquiry-Centered Classroom
- Teachers as Agents of Change
- Highly Effective Science Teachers
- Final Thoughts: Your Legacy
- Questions for Reflection and Discussion
Resource A. Resources for Teachers
- Print Resources on Inquiry- and Argument-Based Teaching
- Print Resources on Designing Inquiry- and Argument-Based Investigations
- Print Resources on Constructivism
- Print Resources on Different Approaches to Science Inquiry
- Print Resources on Science Standards and Reform
- Print Resources on Science Literacy, History of Science, and the Nature of Science
- Print Resources on Demonstrated Inquiries and Discrepant Events
- Print Resources on Second Language Learners
- Print Resources on Effective Questioning Skills
- Print Resources on Assessment
- Online Resources on Inquiry
- Professional Organizations
Resource B. Lever Lesson Plan
Resource B. Lever Lesson Plan
Resource C. Bottle
Resource C. Bottle
Resource D. Rubric for Becoming an Inquiry-Based Teacher
Resource D. Rubric for Becoming an Inquiry-Based Teacher
Resource E. Inquiry Self-Assessment Response Grids
Resource E. Inquiry Self-Assessment Response Grids
Resource F. Inquiry Self-Assessment Summary Matrix
Resource F. Inquiry Self-Assessment Summary Matrix
Resource G. Short-Eared and Long-Eared Bugs-o-Copters
Resource G. Short-Eared and Long-Eared Bugs-o-Copters
Resource H. Investigating Oobleck
Resource H. Investigating Oobleck
Resource I. Seven Segments of Inquiry
Resource I. Seven Segments of Inquiry
Resource J. How to Make a Cartesian Diver
Resource J. How to Make a Cartesian Diver
Resource K. Touch Squares
Resource K. Touch Squares
Resource L. 18 Concept Statements
Resource L. 18 Concept Statements
References
References
Index
Index
Reviews
Inquire Within
Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8
December 2013 | 392 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781452299280 | $40.95 |
| Lifetime | 01/02/2026 | 9781452299273 | $37.00 |
Your definitive guide to inquiry- and argument-based science—updated for today’s standards!
Like most teachers, are you struggling to make sense of the many recent shifts in science education, especially the NGSS? Luckily Doug Lllewellyn is here to guide you every step along the way. His two big aims with this new edition of Inquire Within? To help you engage students in activities and explorations that draw on their big questions, then build students’ capacity to defend their claims.
Always striking a balance between the “why” and the “how,” this third edition models what the new reform efforts looks like in day-to-day practice. New features include how to
- Teach argumentation, a key standards requirement and 21st century career skill
- Adapt existing science curricula for inquiry-based learning to meet today’s standards
- Effectively differentiate scientific instruction for multiple intelligences to drive student achievement
- Improve students’ language arts, analytic, and communication skills through inquiry-based instruction
- Utilize the many inquiry-based lesson plans
- Develop your own inquiry-based mindset and grow professionally
You’ll quickly discover for yourself that this third edition of Inquire Within stands on its own as your single-best resource for keeping pace with science reform in the classroom.
"Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers.”
Juliana Texley, President-Elect
National Science Teachers Association
“Llewellyn’s Inquire Within provides strategies to support our efforts and infuse the components of the Next Generation Science Standards in our instruction through inquiry. It should be at the elbow of every teacher interested in understanding inquiry and meeting the challenge.”
Linda Froschauer, Past-President
National Science Teachers Association
Table Of Contents:
- Preface
- A Major Shift in Achieving Scientific Literacy
- What's New in the Third Edition?
- Who Should Read This Book?
- Acknowledgments
- About the Author
- Chapter 1. Constructing an Understanding of Science Inquiry
- What the Exploratorium Means by Inquiry
- What the National Science Education Standards Say About Inquiry
- What the National Science Teachers Association Says About Inquiry
- What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Inquiry
- Twelve Beliefs (and Rebuttals) About Inquiry-Based Teaching and Learning
- Inquiry as a Thinking Skill
- "Inquiring With Fruit"
- The Inquiry Cycle
- A Definition of Inquiry
- Inquiry and Scientific Literacy
- Inquiry and the Nature of Science
- Inquiry and Naturalistic Intelligence
- One More Look at Defining Scientific Inquiry
- Questions for Reflection and Discussion
- Chapter 2. Integrating Language Arts and Argumentation Into Science
- The Common Core State Standards and Science: A Natural Pairing
- A Fourth-Grade Integrated Language Arts and Science Lesson on Levers
- The Influence of Media on Children
- What Is a Scientific Argument?
- Parts of an Argument
- Making a Case for Argumentation
- What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Argumentation
- Scaffolding Toward Argumentation
- Verbal Prompts
- Painting a Picture of What Real Scientists Do
- Questions for Reflection and Discussion
- Chapter 3. Choosing to Become an Inquiry-Based Teacher
- Self-Directed Learning
- What's Your Instructional Pie?
- Steps in Becoming an Inquiry-Based Teacher
- Monitoring Your Progress
- An Inquiry Self-Assessment Survey
- Your First Try at Inquiry
- The Importance of Modeling
- Making a Commitment
- Building Capacity Through Bugs-o-Copters
- Your IQ: Inquiry Quotient
- Questions for Reflection and Discussion
- Chapter 4. Developing a Mind-Set for Inquiry
- What Is Constructivism?
- The Constructivist Learning Model
- The Conceptual Change Model
- Can I Change My Mind?
- Misconceptions: What You Know May Not Be So
- Where Do Misconceptions Come From?
- Comparing the Earth and the Moon
- How Far Is the Moon?
- Why Teach to Misconceptions?
- Uncovering Misconceptions in Science
- Historical Development of Constructivism
- Constructivism Today
- How Children Learn Science
- Mother Goose as a Scientist
- The Child as a Scientist
- All Things Are Possible
- Questions for Reflection and Discussion
- Chapter 5. Different Approaches for Teaching Through Inquiry
- Why Johnny Can't Inquire
- Promoting Student Inquiries
- Invitation to Inquiry
- Demonstrated Inquiries
- Structured Inquiries
- Guided or Teacher-Initiated Inquiries
- Self-Directed or Student-Initiated Inquiries
- The Role of the Teacher for Each Approach
- Guiding Students Into Inquiry
- Investigating Balls and Ramps
- K-W-L Charts
- An Invitation to Inquiry Grid Summary
- Modifying a Traditional Lab Into an Inquiry Investigation
- Two Contrasting Models of Teaching
- The 5E Learning Cycle
- Investigating Mealworms
- The Constructivist Inquiry Cycle
- Effective Inquiry- and Argument-Based Teaching
- Questions for Reflection and Discussion
- Chapter 6. Designing Problem-Solving and Inquiry- and Argument-Based Investigations
- The Myth of the Scientific Method
- How Scientists Use Models in Science
- Scientific Problem Solving
- A Model for Scientific Problem Solving
- The Benefits of Scientific Problem-Solving Activities
- Scientific Problem Solving Versus Inquiry
- Seven Segments of Inquiry
- Differentiated Science Inquiry
- A Pendulum Investigation
- Science Process Skill Stations
- Argument-Based Investigations
- Questions for Reflection and Discussion
- Chapter 7. Managing the Inquiry-Based Classroom
- Making Time for Inquiry and Argumentation
- Avoiding a Lockstep Approach
- Establishing the Right Atmosphere
- Teaching Inquiry to Second Language Learners and Students With Special Needs
- Strategies for Integrating Language Instruction Into Science
- Integrating Inquiry With Technology
- Assessing and Monitoring Your Classroom Management Strategies
- Questions for Reflection and Discussion
- Chapter 8. Developing Effective Questioning Skills for Science Inquiry
- Quality Questions Model Quality Thinking
- Classroom Questions
- Bloom's Taxonomy
- Answering Questions and Questioning Answers
- Clarifying, Focusing, Prompting, and Probing Questions
- Expository Questions
- The Interaction of Expository Questioning
- 15 Tips for Helping You Frame Your Expository Questions
- The Power of Praise and Positive Reinforcement
- A Three-Step Approach to Better Questioning
- Exploratory Questions
- Why You Can't Investigate a "Why" Question
- Recalibrate Your Questioning Skills
- Questions for Reflection and Discussion
- Chapter 9. Assessing Science Inquiry
- The Anxiety Over Testing
- Testing Versus Assessment Versus Evaluation
- Curriculum Alignment
- Assessing Inquiry-Based Science
- Three Categories of Assessment
- Designing Assessments
- Choosing the Right Test
- Differentiated Assessment
- Using a Multiple-Assessment Approach
- Authentic Assessments
- Transitioning to New Assessment Systems
- Questions for Reflection and Discussion
- Chapter 10. Creating a Classroom Culture of Inquiry and Argumentation
- Traditional and Inquiry-Centered Classrooms
- Design Your Inquiry-Centered Classroom
- Students in an Inquiry-Centered Classroom
- Teachers in an Inquiry-Centered Classroom
- Constructing a Graphic Organizer of an Inquiry-Centered Classroom
- Teachers as Agents of Change
- Highly Effective Science Teachers
- Final Thoughts: Your Legacy
- Questions for Reflection and Discussion
- Resource A. Resources for Teachers
- Print Resources on Inquiry- and Argument-Based Teaching
- Print Resources on Designing Inquiry- and Argument-Based Investigations
- Print Resources on Constructivism
- Print Resources on Different Approaches to Science Inquiry
- Print Resources on Science Standards and Reform
- Print Resources on Science Literacy, History of Science, and the Nature of Science
- Print Resources on Demonstrated Inquiries and Discrepant Events
- Print Resources on Second Language Learners
- Print Resources on Effective Questioning Skills
- Print Resources on Assessment
- Online Resources on Inquiry
- Professional Organizations
- Resource B. Lever Lesson Plan
- Resource C. Bottle
- Resource D. Rubric for Becoming an Inquiry-Based Teacher
- Resource E. Inquiry Self-Assessment Response Grids
- Resource F. Inquiry Self-Assessment Summary Matrix
- Resource G. Short-Eared and Long-Eared Bugs-o-Copters
- Resource H. Investigating Oobleck
- Resource I. Seven Segments of Inquiry
- Resource J. How to Make a Cartesian Diver
- Resource K. Touch Squares
- Resource L. 18 Concept Statements
- References
- Index
Recent Product Reviews:
"For years Doug Llewellyn's books have provided a strong foundation for both beginning and veteran teachers as they integrated real inquiry experiences into science classes. Today teachers seeking deeper understanding of the Next Generation Science Standards are asking how inquiry fits into the broader array of Science and Engineering Practices/ This updated guide has the answers, expending and enriching the process of inquiry by showing how such practices as scientific argumentation fit. Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers."
Juliana Texley, President-Elect, National Science Teachers Association