Inquiry and the National Science Education Standards A Guide for Teaching and Learning (2000) / Chapter Skim
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7 Frequently Asked Questions About Inquiry
7 Frequently Asked Questions About Inquiry
Pages 130-141
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From page 131... ...
If learning to use reference presents answers to some of the most material is important, a teacher might commonly asked questions. Other have the student look up the informa chapters respond to additional ques- tion.
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From page 132... ...
Would it be best for sequences, students employ inquiry students to design their own investiga abilities to develop understanding of tions or conduct investigations pro scientific concepts. Sometimes posed either by the teacher or pro teachers assume that students develop vided by the instructional materials?
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From page 133... ...
It may seem that students need some con cepts and vocabulary to begin, but investigations can be designed and carried out without knowing all the specific terms and definitions in volved. In fact, the observations, data collection, and analysis involved in an investigation generally provide the context for developing operational Chapters 4 and 6, teachers of these definitions, science concepts, inquiry students need to pay special attention abilities, and an understanding of to whether assessment of students' scientific inquiry, which can later be science knowledge is confounded by associated with names or "vocabu their use of the language, and to how lary." This is well illustrated in the student learning is supported when vignettes in earlier chapters, and is their language skills are just develop advocated in the Foreword.
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From page 134... ...
As the Standards point out, "The standards on inquiry highlight the abilities of inquiry and the development of an understanding about scientific inquiry. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investiga tions, using appropriate tools and dents of diverse cultures and lan techniques to gather data, thinking guages think about science, the critically and logically about relation experiences they have had in learning ships between evidence and explana science, and, ultimately, how to tions, constructing and analyzing structure new science learning alternative explanations, and commu experiences to optimize students' nicating scientific arguments" (Na opportunities to learn important tional Research Council, 1996, p.
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From page 135... ...
. similarly large number of science Everyone knows that investigations topics appears yearly in state and local often take longer than other ways of science standards and curriculum learning, and there are simply not guides.
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From page 136... ...
Often, vary depending on what is needed to teachers begin the school year provid keep students productively engaged in ing considerable structure and then pursuit of a learning outcome. Stu gradually provide more opportunities dents with little experience in conduct for student-centered investigations.
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From page 137... ...
How will they know when know about inquiry and about they have answered the question? After science subject matter to teach a number of well-structured whole-class science through inquiry?
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From page 138... ...
Teachers can emphasize materials alone, but more broadly by learning the major concepts and what students focus their attention on, downplay the vocabulary. They can how they learn, and how and on what reconstruct test items to assess major they are assessed.
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From page 139... ...
.] Many districts that lum materials developed for use in Khave adopted these programs operate 12 classrooms to help prospective a centralized district materials center students experience and learn to use and loan the materials to teachers.
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From page 140... ...
, parental understandings are important as resistance, resistance from principals teachers acquire an inquiry approach, and superintendents, unresolved but teachers should not be expected to conflicts among teachers, lack of address such mental constructs in resources, and differing judgments isolation from their teaching context. about justice and fairness.
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From page 141... ...
ration stimulates the reflection that Teachers can become wise consumers is fundamental to changing beliefs, of professional development as they values, and understandings. broaden their images and sources of The appropriate professional develop- learning, as well illustrated in Chapter 5.
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