This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.

Research tells us that an inquiry approach to science teaching motivates and engages every type of student, helping students understand science's relevance to their lives as well as the nature of science itself. But is there a Manageable way for new and experienced teachers to bring inquiry into their science classrooms? "Teaching Science as Inquiry" models this effective approach to science teaching with a two-part structure: "Methods for Teaching Science as Inquiry" and "Activities for Teaching Science as Inquiry." The Methods portion scaffolds concepts and illustrates instructional models to help readers understand the inquiry approach to teaching. The Activities portion follows the 5-E model (Engage, Explore, Explain, Elaborate, Evaluate), which is a Learning Cycle model introduced in the methods chapters that reflects the NSES Science as Inquiry Standards. Integrating an inquiry approach, science content, teaching methods, standards, and a bank of inquiry activities, "Teaching Science as Inquiry" demonstrates the manageable way for new and experienced teachers to bring inquiry into the science classroom. Integrated standards coverage in all chapters provides a clear picture of the best ways to let the NSES Standards inform instruction. Each activity is keyed to the NSES Standards, further developing new and experienced teachers' fluency with a standards-based science classroom. Margin notes throughout methods chapters link readers to activities that model science teaching methods and the development of science content. Annenberg videos, fully integrated in the text through reflective cases, ground chapter concepts by illustrating inquiry teaching in classrooms.

The notion of Inquiry is often difficult for a science teacher to get a handle on. What is it exactly? And how can a teacher perform an inquiry lesson? This book begins by exploring this concept, then challenges the reader in an unconventional manner to take a stand about how they teach science. Step by step instructions are given to help the novice as well as the experienced middle and high school teacher to effectively conduct inquiry lessons. This book is linked to over six hours of video - providing teachers with model inquiry lessons in biology, chemistry, physics and earth science. Additionally, video-based evaluative guidelines are included to help teachers reflect on their instruction and improve how they conduct inquiry lessons. Coupling a clearly articulated process of doing inquiry, with video and self-assessment, science teachers will be empowered to take their instruction to the next level, and by so doing facilitate their students' understanding of science. (Please note that links within this book must be copied and pasted into your browser to function correctly.)

What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars.

For courses in Science Methods in Elementary School. This is the quintessential science text designed to introduce future teachers to science instruction through inquiry. Infused with the philosophical intent of the National Science Education Standards, it includes the theory behind knowledge construction, the how-tos of knowledge acquisition, and questioning strategies that promote inquiry. It is overflowing with practical and meaningful activities, information, inquiries, strategies, and lessons. A major innovation of this edition is the majority of chapters that feature at least one activity based on a video that accompanies the text.

The use of the inquiry approach in the teaching of elementary science is examined and advocated in this publication. The position that an inquiry approach is the best way to teach and learn science is upheld and its influence on the development of positive attitudes towards science is stressed. Section titles include: (1) "A Tale of Two Teachers" (contrasting the approaches taken by two science teachers); (2) "What Is Inquiry" (explaining the process of inquiry as it relates to the nature of science, the teaching of science, and the learning of science); (3) "The Learning Cycle: A Model of Inquiry Teaching/Learning" (discussing the stages of this model); and (4) "Status of the Inquiry Approach in Science Education" (including recommendations for promoting the inquiry approach). A list of ten references is also provided. (ML)