Science as Active Inquiry

Selma Wassermann; J. W. George Ivany

doi:10.5771/9781475864878

Summary

This new text lays out the rationale for teaching science as active inquiry and presents a “teaching for thinking” theoretical framework that is rooted in extensive field research and classroom practice. This introductory section is followed with information and guidelines for how teachers may organize their science programs with a focus on hands-on student involvement in active inquiry. The last section includes 60 “sciencing” activities that are grouped according to teachers’ expressed concerns about their “messiness.”

With the current emphasis on distance learning, the use of IT as instructional tools and more child-centered practices, this new book should serve as a valuable resource for opening teachers’ and students’ minds to the values of teaching science in the ways in which scientists actually do their work. More than theory, the book offers practical and clear help to teachers to want to pursue teaching science as an investigative process.

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Bibliographic data

Copyright year: 2022
ISBN-Print: 978-1-4758-6485-4
ISBN-Online: 978-1-4758-6487-8
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 304
Product type: Book Titles

1. Contents No access
2. Preface No access
3. Acknowledgments No access
4. 1. It’s Time for Science! No access
  2. How the Book Is Organized No access
1. 1. Scene A: Teaching Science No access
  2. Scene B: Learning Sciencing No access
  3. Science vs. Sciencing No access
2. 1. Scenes from the Classroom No access
  2. Children Today No access
  3. Implications for Teaching No access
  4. Conclusion No access
3. 1. Conclusion No access
4. 1. There Is Thinking and There Is Thinking No access
  2. 1. Instructional Materials No access
    2. Teacher–Student Interactions No access
  3. 1. On One Final Note No access
5. 1. Scenes from Grade 3 Sciencing No access
  2. The Play-Debrief-Replay Instructional Model No access
  3. Conclusion No access
1. 1. Paving the Way No access
  2. Suggestions for Orientation No access
2. 1. 1. Where Items Are Likely to Be Found No access
    2. Materials No access
  2. Conclusion No access
3. 1. Scenes from the Classroom No access
  2. Organizing Space and Storing Materials No access
  3. Conclusion No access
4. 1. Scenes from the Classroom No access
  2. Choosing the Right Approach No access
  3. Approach 1: Tread Softly and Carry a Big Balloon No access
  4. Approach 2: Tread Gently and Carry a Big Bucket No access
  5. Approach 3: Tread Firmly and Carry a Big Squid No access
  6. Approach 4: Tread Purposefully and Carry a Giant Python No access
  7. Approach 5: March to Your Own Drummer No access
  8. Guidelines and Ground Rules No access
  9. Last Words No access
5. 1. 1. Interactions That Inhibit Thinking No access
    2. Some Types of Interactions Delimit Students’ Opportunities to Think No access
    3. Some Types of Interactions Call for Students to Think More Intelligently about Their Ideas. When These Types of Interactions Are Used, Students Are Being Asked to Function at Higher Cognitive Levels No access
  2. Learning TEACHING-FOR-THINKING Interactions: Tools for the Teacher No access
  3. Coding Sheet No access
  4. Transcript #1 No access
  5. Transcript #2: Investigations of Locusts in Grade 6 (Continuing Live Insect Studies) No access
  6. Conclusion No access
6. 1. Implications for the Teacher No access
  2. Examples of Decision-making Activities for “Minds-On” Play No access
  3. Debriefing: Interactions That Analyze and Inform Decision-Making No access
  4. Conclusion: A Teacher’s Choice No access
1. 1. Presentation of the Activities No access
  2. Choosing Activities No access
  3. Scenes from the Classroom No access
  4. Mary’s Debriefing Scenario No access
  5. Conclusion No access
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1. 1. 1. Social: Increased Growth in: No access
    2. Personal: Increased Growth in: No access
    3. Cognitive and Intellectual: Increased Growth in: No access
    4. Appreciations and Attitudes: Increased Growth in: No access
  2. Evaluating Students’ Work in Sciencing No access
  3. 1. Profile of Student Performance on Sciencing Tasks No access
  4. 1. Social Group Behavior No access
    2. Personal Behavior No access
    3. Cognitive and Intellectual Behavior No access
    4. Attitudes and Appreciations No access
  5. 1. Self-evaluation Report, Type 1 No access
    2. Self-evaluation Report, Type 2: Weekly Summary No access
  6. Portfolios No access
  7. Reporting to Parents No access
  8. Some Last Words on Evaluation No access
2. 1. Talks to Teachers about Their Concerns No access
  2. Conclusion No access
1. Children’s Science Books by Melvin and Gilda Berger No access
2. Children’s Science Books by Seymour Simon No access
Bibliography No access Pages 295 - 298
Index No access Pages 299 - 302
About the Authors No access Pages 303 - 304