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Inquiry-based Science Education

Robyn M. Gillies
€72.99
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A01=Robyn M. Gillies
Accountable Talk
Author_Robyn M. Gillies
Category=JNU
Category=YPMP
CBL
classroom discourse
cognitive development
Cooperative Group Instruction
Cooperative Learning
Data Sets
Dialogic Teaching
Discipline Specific Language
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eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based science teaching methods
Exploratory Talk
group collaboration skills
Informal Cooperative Learning
Inquiry Based Science
Inquiry Based Science Education
Inquiry Based Science Lessons
Inquiry Based Science Unit
Inquiry Science Activities
inquiry-based science activities
Knowledge Building Practices
metacognitive thinking
Modified Mercalli Scales
multimodal learning strategies
Positive Interdependence
Pre-structural Level
science pedagogy
scientific literacy
Small Group Skills
Solo Taxonomy
Structure Cooperative Learning
student engagement techniques
Student's Developmental Level
Students Engage
Student’s Developmental Level
Teach Inquiry Science
teacher-student interactions
Unistructural Level

Product details

  • ISBN 9780367279233
  • Weight: 390g
  • Dimensions: 138 x 216mm
  • Publication Date: 11 Feb 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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
About Robyn M. Gillies
Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students’ interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC), her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.

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