Inquiry and the National Science Education Standards A Guide for Teaching and Learning (2000) / Chapter Skim
Currently Skimming:
Appendix B Selecting Instructional Materials
Appendix B Selecting Instructional Materials
Pages 173-188
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 173... ...
According to subject matter of physical, life, earth the National Science Education and space sciences, (2) the nature of Standards, "Scientific inquiry refers to the scientific enterprise (i.e., about the diverse ways in which scientists scientific inquiry)
|
From page 174... ...
degree to which they are consistent · Is there adequate time and oppor with the goals, principles, and tunity for students to develop the criteria developed in the National abilities and understandings of scientific Science Education Standards. Well- inquiry and an understanding of science defined selection criteria help ensure subject matter concepts?
|
From page 175... ...
management Are the observations consistent between different sets of materials? In this appendix, criteria for analyWere variables controlled, such as sis of instructional materials focus on design and layout versus accurate their usefulness for classroom teachportrayal of inquiry?
|
From page 176... ...
scientific inquiry such as posing · Are the concepts in the students' their own questions, designing their text consistent with the fundamental own investigations, using appropri concepts and abilities in the Stan ate tools and techniques to gather dards? data, using evidence to communicate · Does the text include more, defensible explanations of cause and fewer, or different concepts?
|
From page 177... ...
intellectual rigor of scientific inquiry · Is there a discussion of how and the attitudes and social values scientists evaluate explanations of conducive to science learning. others by examining and comparing evidence, identifying reasoning that Using the following sequence of goes beyond the evidence, and sug- questions, examine several lessons in gesting alternative explanations for the student materials and the teacher's the same evidence?
|
From page 178... ...
For focusing on subject matter concept example, if instruction focuses on development, inquiry abilities, and building and understanding fundamen- inquiry understandings? tal concepts, do assessments focus on · Does the teacher's guide recom explanations and not on vocabulary?
|
From page 179... ...
importance of professional develop- · Do the instructional materials ment, and some aspects of the pro- identify safety issues and provide gram standards apply as well. It is adequate precautions?
|
From page 180... ...
Statements of expected student outcomes or inquiry abilities and understandings Examples: Location Page(s)
|
From page 181... ...
3. Student investigations/activities Location Page(s)
|
From page 182... ...
Opportunities to develop understanding of scientific inquiry Cite specific examples: Page(s)
|
From page 183... ...
Opportunities for students to demonstrate these same understandings as part of their investigations ______ Comments: Estimate of alignment with National Science Education Standards Inquiry Standard: Excellent [ ]
|
From page 184... ...
____ ____ Comments: 3. Do materials provide a sequence of learning activities connected in such a way as to help students build abilities of inquiry, understandings of inquiry, and/or fundamental science subject matter concepts?
|
From page 185... ...
Yes No 4. Are student subject matter learning goals reached through an inquiry that contains all five essential features of classroom inquiry learning (Table 2-5, p.
|
From page 186... ...
Assessments stressing application of abilities and concepts to new or different situations ____ ____ 3. Fairness of assessment tasks for all students -- for example, task does not rely heavily upon the student's ability to read complex items or write explanations, as opposed to demonstrating inquiry abilities of understanding fundamental science subject matter concepts ____ ____ 4.
|
From page 187... ...
____ ____ 3. Are suggestions provided for pre- and post-investigation discussions focusing on subject matter, concept development, inquiry abilities, and inquiry understandings?
|
From page 188... ...
Does the teacher's guide contain suggestions for effectively managing instructional materials? ____ ____ Comments: 3.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.