Provides educators a concrete guide for using research-based principles of inquiry to help children explore their world. Using real-life examples and discussions on facilitating and guiding children in their natural exploration of their world, you will be able to engage and maximize learning. Web content and reproducible lesson plans make it easy to begin using proven inquiry-based instruction.
Provides educators a concrete guide for using research-based principles of inquiry to help children explore their world. Using real-life examples and discussions on facilitating and guiding children in their natural exploration of their world, you will be able to engage and maximize learning. Web content and reproducible lesson plans make it easy to begin using proven inquiry-based instruction.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Julie Smart holds a PhD in curriculum and instruction and is currently a professor of math and science education at Clemson University. She is also a consultant in research methodology and program accreditation with a focus on inquiry-based instruction, teacher effectiveness, and classroom management. Smart resides in Greenville, SC, with her husband and two children.
Inhaltsangabe
Introduction Chapter 1: Inquiring Minds Want to Know What are the main elements of inquiry-based instruction? Chapter 2: Feed Me How do we select appropriate materials for children in science? Chapter 3: Eggs in the Roses How do we give children opportunities to explore science for themselves? Chapter 4: Physics in the Breezeway How can we help children conduct a simple investigation? Chapter 5: Now You See Me How can we ask children effective questions in science? Chapter 6: Timber! How can we use visual representations and models to support student learning? Chapter 7: Stayin' Alive How do we adjust science instruction based on student learning? Chapter 8: Making a List, Checking it Twice How can we support children in representing data in developmentally appropriate ways? Chapter 9: Baby Bird Birthday How can we encourage children to communicate their scientific ideas in multiple ways? Chapter 10: Shake, Rattle, and Roll How can we make science relevant to the lives of young children? Chapter 11: Take Cover! How can we accumulate meaningful resources for our science instruction? Chapter 12: Playing with Fire How can we ensure safety for all children during science instruction? Chapter 13: Swimming in the Deep End How can we meet the needs of all students in science instruction? Chapter 14: When the Train Derails How do we respond to unexpected challenges during science instruction? Chapter 15: Creepy Crawlies How can we model positive attitudes about science for children? Chapter 16: On the Road Again... How can we maximize the learning potential of field trips in science? Chapter 17: Flying Monkeys How do we capture teachable moments? Appendix A 4Ex2 Instructional Model planning tools Appendix B Formative Assessments for Science Instruction Appendix C Sample Inquiry Lesson (Life Science) Appendix D Sample Inquiry Lesson (Physical Science) Appendix E Sample Inquiry Lesson (Earth Science) Appendix F Inquiry-Based Instruction Self-Assessment Appendix G Sample Science Contracts
Introduction Chapter 1: Inquiring Minds Want to Know What are the main elements of inquiry-based instruction? Chapter 2: Feed Me How do we select appropriate materials for children in science? Chapter 3: Eggs in the Roses How do we give children opportunities to explore science for themselves? Chapter 4: Physics in the Breezeway How can we help children conduct a simple investigation? Chapter 5: Now You See Me How can we ask children effective questions in science? Chapter 6: Timber! How can we use visual representations and models to support student learning? Chapter 7: Stayin' Alive How do we adjust science instruction based on student learning? Chapter 8: Making a List, Checking it Twice How can we support children in representing data in developmentally appropriate ways? Chapter 9: Baby Bird Birthday How can we encourage children to communicate their scientific ideas in multiple ways? Chapter 10: Shake, Rattle, and Roll How can we make science relevant to the lives of young children? Chapter 11: Take Cover! How can we accumulate meaningful resources for our science instruction? Chapter 12: Playing with Fire How can we ensure safety for all children during science instruction? Chapter 13: Swimming in the Deep End How can we meet the needs of all students in science instruction? Chapter 14: When the Train Derails How do we respond to unexpected challenges during science instruction? Chapter 15: Creepy Crawlies How can we model positive attitudes about science for children? Chapter 16: On the Road Again... How can we maximize the learning potential of field trips in science? Chapter 17: Flying Monkeys How do we capture teachable moments? Appendix A 4Ex2 Instructional Model planning tools Appendix B Formative Assessments for Science Instruction Appendix C Sample Inquiry Lesson (Life Science) Appendix D Sample Inquiry Lesson (Physical Science) Appendix E Sample Inquiry Lesson (Earth Science) Appendix F Inquiry-Based Instruction Self-Assessment Appendix G Sample Science Contracts
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