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1 Inquiry in Science and in Classrooms
Pages 1-11

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From page 1...
... , students who thinking process of a practicing use inquiry to learn science engage in scientist with the activities of an many of the same activities and inquiry-based science lesson. The thinking processes as scientists who stories in this chapter set the stage for are seeking to expand human knowl- many of the themes to follow.
From page 2...
... He recalled that a large section of the Alaskan coast dropped Uses below sea level in 1964 when the previous tectonic plate that underlies much of research the Pacific Ocean plunged beneath the North American tectonic plate that Alaska sits on as the result of a major "subduction zone earthquake." Many square miles of coastal forests in Alaska died when the coastline dropped and they were submerged in salt water following the earthquake. could have killed so many trees over He knew that a similar subduction so wide an area?
From page 3...
... He now thinks that earth being washed down from inland, quakes producing very large tsuna- Adds to supporting the tsunami hypothesis. mis, like the one he first identified, explanation He published several articles in have repeatedly struck the Pacific peer-reviewed scientific journals Northwest coast in the past thousand Publishes hypothesizing that the dead trees and years, just as these large earthquakes explanation sand layer found along the coast were strike other subduction zones beneath based on evidence that a major earthquake Japan, the Philippines, Alaska, and evidence occurred about 300 years ago, just much of Western South America.
From page 4...
... He then habitats, the geologist made connec- published articles in which he dis tions between the dead trees and cussed the relationship between the other features of the environment, evidence he accumulated and the such as the coastal location. Those explanation he proposed.
From page 5...
... In -- the occurrence of a tsunami on recent human history, some people January 17, 1700 -- that gave further have directed their curiosity toward support to the hypothesis that a issues other than subsistence and subduction zone earthquake occur- survival -- for example, the movement ring on that date led to the death of a of celestial objects, the causes of large number of trees along the Pacific seasons, the behavior of moving Northwest coast. objects, and the origins of organisms.
From page 6...
... science as a human endeavor, acquire Graham's fifth grade class were the scientific knowledge and thinking excited when they returned to their skills important in everyday life and, if room after recess one fall day. They their students so choose, in pursuing a pulled their teacher over to a window, scientific career.
From page 7...
... so on. She asked each group to plan simple Graham chose to take the risk of and conduct a simple investigation to investigation letting her students pursue investiga- see if they could find any evidence that tions under her guidance.
From page 8...
... "The tree without leaves is observations and information -- such almost always standing in water, the as those from the group investigating Communicate middle tree is sometimes standing in whether the trees were different -- explanation water, and the green tree has damp did not explain the observations. The ground but is never standing in water." results of other investigations, such as One of the students recalled that the idea that the trees could have a Consider several months ago the leaves on one disease, partly supported the observa other of his mother's geraniums had begun tions.
From page 10...
... Although scientific re month that they had observed the search does not always influence discrepancy, all three trees were fully public policy, the geologist's discover Test clothed with green leaves.
From page 11...
... develop knowledge of scientific ideas, The chapters that follow explore the and understand the work of scientists. dimensions of teaching and learning I N Q U I R Y I N S C I E N C E A N D I N C L A S S R O O M S 11


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