Students often think of science as disconnected pieces of
information rather than a narrative that challenges their thinking,
requires them to develop evidence-based explanations for the
phenomena under investigation, and communicate their ideas in
discipline-specific language as to why certain solutions to a
problem work. The author provides teachers in primary and junior
secondary school with different evidence-based strategies they can
use to teach inquiry science in their classrooms. The research and
theoretical perspectives that underpin the strategies are discussed
as are examples of how different ones areimplemented in science
classrooms to affect student engagement and learning. Key Features:
Presents processes involved in teaching inquiry-based science
Discusses importance of multi-modal representations in teaching
inquiry based-science Covers ways to develop scientifically
literacy Uses the Structure of Observed learning Outcomes (SOLO)
Taxonomy to assess student reasoning, problem-solving and learning
Presents ways to promote scientific discourse, including
teacher-student interactions, student-student interactions, and
meta-cognitive thinking
General
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