Details
| Type of Product: |
Journal Article |
| Publication Title: |
The Science Teacher |
| Publication Date: |
9/1/2003 |
| Pages: |
4 |
| Grade Level: |
Middle School, High School |
|
Description
Although research demonstrates the value of inquiry-based science, many curriculum materials are still based on traditional approaches that fail to engage students in inquiry. Using an example of a typical cookbook laboratory—the "rusty nail,” this article describes an inquiry analysis tool and adaptation principles that were created to help teachers evaluate and adapt laboratory instructional materials to be more inquiry-oriented.
Ideas For Use
As a culminating activity, each lab group presented a research claim to the class. The claim consisted of their question, their observations, and an evidence-based explanation that identified the variables responsible for rusting. This assessment activity afforded information about each group’s developing understanding of the variables affecting rusting. When all groups had completed their claims, the teacher summarized the findings by providing a scientific explanation of rusting.
Additional Info
|
Science Discipline:
(mouse over for full classification)
|
Analyzing data
Asking questions
Collecting data
Communicating
Experimenting
Interpreting data
Observing
Scientific habits of mind
|
| Intended User Role: | College/University Professor (preservice science education), Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies |
Technical
| Resource Format: | application/pdf |
| Size: | 735 KB |
| Requirements: | Requires Adobe Acrobat Reader |
National Standards Correlation
This resource has 15 correlations with the National Standards.
[HIDE CORRELATIONS]
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Think critically and logically to make the relationships between evidence and explanations.
- Communicate scientific procedures and explanations.
- Identify questions and concepts that guide scientific investigations. (9-12)
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Understandings about scientific inquiry
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.
- Process Standards for Professional Development
- Learning
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Challenge students to accept and share responsibility for their own learning.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Engage students in designing the learning environment.
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