Inquiry based Science Education

Managing inquiry-based science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21(2), 227–240. Herrenkohl, L., Tasker, T. & White, B. (2011).

Inquiry based Science Education

Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking

More Books:

Inquiry-based Science Education
Language: en
Pages: 120
Authors: Robyn M. Gillies
Categories: Science
Type: BOOK - Published: 2020-02-27 - Publisher: CRC Press

Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in
Comparative Perspectives on Inquiry-Based Science Education
Language: en
Pages: 298
Authors: Bevins, Stuart, Lehane, Louise, Booth, Josephine
Categories: Education
Type: BOOK - Published: 2019-03-15 - Publisher: IGI Global

The core practice of professional scientists is inquiry, often referred to as research. If educators are to prepare students for a role in the professional scientific and technological community, exposing them to inquiry-based learning is essential. Despite this, inquiry-based teaching and learning (IBTL) remains relatively rare, possibly due to barriers
Indicators and Instruments in the Context of Inquiry-Based Science Education
Language: en
Pages: 428
Authors: Jana Heinz, Katrin Lipowski, Alexander Gröschner
Categories: Education
Type: BOOK - Published: 2012 - Publisher: Waxmann Verlag

This report documents indicators and instruments in the context of inquiry-based science education (IBSE). It is embedded in a project that aims at disseminating inquiry-based science teaching on a large scale across Europe. Recent research about IBSE is rather specific to individual research questions and focuses on single aspects of
Using ICT in Inquiry-Based Science Education
Language: en
Pages: 97
Authors: Geraldo W. Rocha Fernandes, António M. Rodrigues, Carlos Alberto Rosa Ferreira
Categories: Science
Type: BOOK - Published: 2019-05-21 - Publisher: Springer

This book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education. It presents the results of a comprehensive review of studies
Professional Development for Inquiry-Based Science Teaching and Learning
Language: en
Pages: 284
Authors: Olia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou
Categories: Science
Type: BOOK - Published: 2018-09-03 - Publisher: Springer

​This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research