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Teaching High School Science Through Inquiry and Argumentation by Douglas Llewellyn (2012, Trade Paperback)
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About this product
Product Identifiers
PublisherCorwin Press
ISBN-101452244456
ISBN-139781452244457
eBay Product ID (ePID)154373622
Product Key Features
Number of Pages280 Pages
LanguageEnglish
Publication NameTeaching High School Science Through Inquiry and Argumentation
SubjectSecondary, Epistemology, Professional Development, Teaching Methods & Materials / Science & Technology
Publication Year2012
TypeTextbook
Subject AreaPhilosophy, Education
AuthorDouglas Llewellyn
FormatTrade Paperback
Dimensions
Item Height0.6 in
Item Weight26 Oz
Item Length11 in
Item Width8.5 in
Additional Product Features
Edition Number2
Intended AudienceScholarly & Professional
LCCN2012-036934
Dewey Edition23
Reviews"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 "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 "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, This book is a comprehensive resource to aid teachers who are interested in initiating a 'studentcentered' classroom and improving scientific literacy of their students in an effort to meet national science standards., "This book is a comprehensive resource to aid teachers who are interested in initiating a 'studente"centered' classroom and improving scientific literacy of their students in an effort to meet national science standards.", 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., "This book is a comprehensive resource to aid teachers who are interested in initiating a 'student'e"centered' classroom and improving scientific literacy of their students in an effort to meet national science standards.", 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., Quote #1: Argumentation has emerged as a key scientific practice in the Next Generation Science Standards . This book provide the support secondary teachers need to understand the critical role of evidence-based argumentation in inquiry and foster student engagement in science. Quote #2: 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., 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.
IllustratedYes
Dewey Decimal507.12
Table Of ContentPreface 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
SynopsisProven ways to teach next generation science! To ensure our students achieve scientific literacy, we need to know what works in science teaching. One thing we know for certain: inquiry and argumentation are key. This, Proven ways to teach next generation science To ensure our students achieve scientific literacy, we need to know what works in science teaching. One thing we know for certain: inquiry and argumentation are key. This, Proven ways to teach next generation science! The numbers are in and the pressure is on. The U.Ss lead in science is very much at risk. If were to help ensure our students achieve scientific literacy, we need to take a critical look at whats working and what isnt. 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 Llewellyns 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, theres 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. "Llewellyns 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 AssociationAuthor of Science Formative Assessment, Teaching High School Science Through Inquiry is one of the few print resources devoted exclusively to developing and enhancing teachers' capacity to teach through scientific inquiry in grades 9-12. The second edition has been revised to include: -More emphasis on developing the prerequisite attitude and mind-set for becoming an inquiry-based teacher -Increased focus on scientific argumentation -Updated list of recommended resources The new edition of this best-seller ensures teachers have an up-to-date resource and solid guidance in integrating scientific argumentation into their lessons, and balancing the theory and practice of implementing an inquiry-based science classroom.
LC Classification NumberQ181.L75 2013
