ERIC Number: ED403154
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Inquiry and Learning: Realizing Science Standards in the Classroom. The Thinking Series.
Layman, John W.; And Others
This book provides a focused, extended response to the question How does standards-based science instruction look and feel in the classroom? This question is addressed by considering two related issues: (1) "How can teachers cultivate the quality of scientific thinking and understanding defined by standards?" and (2) "How can teachers verify that students have actually attained that level of learning?" The answers emerge from data of several types, including the work and reflection of several experienced science teachers, recent research findings in student cognition and learning, and National Science Education Standards, which help frame the information. Chapters are entitled: (1) "Thinking about Science and Science Teaching"; (2) "Doing Science"; (3) "Understanding Science"; (4) "Teaching Science"; and (5) "Epilogue." Major themes include Science as Inquiry, Higher-Order Thinking Skills, and the Learning Cycle Approach to Instruction. Several case studies are described, including Slime Mold, Bottle Rockets, and Putting Socks on Thermometers. Contains 17 references. (PVD)
Descriptors: Active Learning, Curriculum Development, Educational Change, Educational Objectives, Elementary Secondary Education, Inquiry, Learning Strategies, Methods Research, Science Education, Scientific Literacy, Standards, Teaching Methods, Thinking Skills
College Board, 45 Columbus Avenue, New York, NY 10023.
Publication Type: Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Authoring Institution: College Board, New York, NY.