Inquiry-based science education. (2020)

• Record Type: Book
• Further Information: Note: Robyn M. Gillies.
• Authors: Gillies, Robyn M, 1949-
• Contents: Chapter 1: Inquiry-based science BACKGROUND INQUIRY-BASED SCIENCE USING INQUIRY-BASED SCIENCE TO CHALLENGE THINKING Cooperative Learning Activities Strategies to help students learn to work cooperatively together Group size Group composition. Type of task Individual reflection activity Group’s Action Plan Characteristics of Complex Tasks CHALLENGES IMPLEMENTING INQUIRY-BASED SCIENCE CHAPTER SUMMARY ADDITIONAL READINGS Chapter 2: Visual, embodied and language representations in teaching inquiry based-science: A case study INTRODUCTION TYPES OF REPRESENTATIONS Purpose of the case study METHOD Context for the study Inquiry-based science unit Data collection Teacher measures RESULTS AND DISCUSSION The inquiry-based science lessons Lesson 1: Engage Lesson 2: Explore Lesson 3: Explain Lesson 4: Elaborate Lesson 5: Evaluate CHAPTER SUMMARY ADDITIONAL READINGS Chapter 3: Developing scientific literacy INTRODUCTION BACKGROUND SCIENTIFIC LITERACY Questions that challenge children’s understandings Question Stems and Cognitive Processes The discourse of science Encouraging audience participation Linguistic Tools that promote student discussion Accountable Talk Exploratory Talk Philosophy for Children (P4C) CHAPTER SUMMARY ADDITIONAL READINGS Chapter 4: Promoting scientific discourse INTRODUCTION DIALOGIC TEACHING Example of Dialogic Teaching Dialogic interactions in a cooperative group setting STRATEGIES TO PROMOTE DIALOGIC INTERACTIONS DIALOGIC STRATEGIES FOR STUDENTS Critical Thinking Skills CHAPTER SUMMARY ADDITIONAL READINGS Chapter 5: Structuring cooperative learning to promote social and academic learning INTRODUCTION COOPERATIVE LEARNING BENEFITS OF COOPERATIVE LEARNING Advantages of small, cooperative group instruction Types of cooperative learning groups KEY ELEMENTS IN COOPERATIVE LEARNING Skills that Facilitate Interpersonal Communication STRATEGIES FOR CONSTRUCTING COOPERATION IN GROUPS STRATEGIES FOR ASSESSING COOPERATIVE LEARNING CHAPTER SUMMARY ADDITIONAL READINGS Chapter 6: The Structure of Observed Learning Outcomes (SOLO) Taxonomy: Assessing students’ reasoning, problem-solving and learning INTRODUCTION THE SOLO TAXONOMY FIVE LEVELS OF THE SOLO TAXONOMY INTENDED LEARNING OUTCOMES Examples of the increasing complexity in students’ language: Using the SOLO Taxonomy CHAPTER SUMMARY ADDITIONAL READINGS
• Edition: 1st
• Publisher Details: Boca Raton : CRC Press
• Publication Date: 2020
• Extent: 1 online resource, illustrations (black and white)
• Subjects: 507.1; Science -- Study and teaching (Elementary); Science -- Study and teaching (Secondary); Inquiry-based learning
• Languages: English
• ISBNs: 9781000036312; 9781000036213; 9781000036268; 9780429299179
• Related ISBNs: 9780367279233
• Notes: Note: Description based on CIP data; resource not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.