Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (CXC, 8 p.)

Edition: 1st ed. 2017.

ISBN: 94-6351-095-8

Content: The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Note: Preliminary Material / , Examining the Impact of an Argument-Based Inquiry on the Development of Students’ Learning in International Contexts / , Introduction / , Planning Process of Argumentation-Based Science Learning / , The Role of Big Idea in Argumentation Based Science Inquiry Classrooms / , Questioning in Argumentation-Based Inquiry (ABI) / , Negotiation / , The Role of the Language in Argument Based Inquiry (ABI) / , Introduction / , Planning / , Focusing on the Big Idea / , Questions / , Negotiation / , Introduction / , Planning / , Teaching to the Big Ideas of Science / , Questions and the Role of Language in Our Teaching / , Student Negotiations / , Reflecting on What We Have Learned from Teachers in Three International Contexts about Implementing Argument-Based Inquiry / , About the Contributors /

Additional Edition: ISBN 94-6351-094-X

Additional Edition: ISBN 94-6351-093-1

Language: English

DOI: 10.1007/978-94-6351-095-0

UID:

Format: 1 Online-Ressource (vi, 250 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-3-319-16450-2

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-16449-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-16451-9

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-36232-8

Language: English

DOI: 10.1007/978-3-319-16450-2

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (CXC, 8 p)

ISBN: 9789463510950

Language: English

DOI: 10.1007/978-94-6351-095-0

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (1 online resource)

ISBN: 9789087902520

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: Preliminary Material /Brian M. Hand -- Introducing the Science Writing Heuristic Approach /Brian M. Hand -- Creating Border Convergence between Science and Language: A Case for the Science Writing Heuristic /Lori Norton-Meier -- Transforming Pedagogy: Embedding Language Practices within Elementary Science Classrooms /Lori Norton-Meier , Lynn Hockenberry , Sara Nelson and Kim Wise -- Factors Influencing Implementation of the Science Writing Heuristic in Two Elementary Science Classrooms /Andy Cavagnetto -- Analysis of the First Year of a Three-Year SWH Implementation within K-6 Classrooms /Recai Akkus -- Implementing Inquiry with the SWH in 7th Grade Biology Classes: A Teacher's Perspective /Olivia Eun-Mi Yang -- Promoting High-Order Thinking through the Use of the Science Writing Heuristic /Bruna Irene Grimberg -- Secondary Students' Perceptions of the SWH Approach to Nonconventional Writing: Features that Support Learning of Biology Concepts and Elements of Scientific Argumentation /Lies! M. Hohenshell -- Quality of Teacher Implementation of the SWH Approach /Sozan Omar -- Teacher Change, Critical Pedagogy, and Students' Learning within Secondary Science Writing Heuristic Classrooms /Murat Gunel -- Instruction by Using the Writing Heuristic /Thomas J. Greenbowe and K.A. Burke -- Orienting and Mentoring Chemistry Teaching Assistants to Use the Scientific Writing Heuristic /K.A. Burke -- The Laboratory-Lecture Correlation: From the Science Writing Heuristic to the Traditional Organic Chemistry Laboratory /Jacob D. Schroeder -- Promoting Sustainable Leadership within the Reform System /Thomas L. Alsbury -- The Case for the SWH Approach /Brian M. Hand -- References /Brian M. Hand -- Other Books by Sense Publishers /Brian M. Hand.

Content: Science Inquiry, Argument and Language describes research that has focused on addressing the issue of embedding language practices within science inquiry through the use of the Science Writing Heuristic approach. In recent years much attention has been given to two areas of science education, scientific argumentation and science literacy. The research into scientific argument have adopted different orientations with some focusing on science argument as separate to normal teaching practices, that is, teaching students about science argument prior to using it in the classroom context; while others have focused on embedding science argument as a critical component of the inquiry process. The current emphasis on science literacy has emerged because of greater understanding of the role of language in doing and reporting on science. Science is not viewed as being separate from language, and thus there is emerging research emphasis on how best to improving science teaching and learning through a language perspective. Again the research orientations are parallel to the research on scientific argumentation in that the focus is generally between instruction separate to practice as opposed to embedding language practices within the science classroom context

Additional Edition: ISBN 9789087902513

Additional Edition: Erscheint auch als Druck-Ausgabe Science Inquiry, Argument and Language: A Case for the Science Writing Heuristic Leiden Boston : Brill | Sense, 2008

Language: English

DOI: 10.1163/9789087902520

URL: DOI

UID:

Format: 1 Online-Ressource , v.: digital

ISBN: 9781402084270

Additional Edition: Erscheint auch als Druckausgabe ISBN 978-1-4020-8426-3

Language: English

Subjects: Education

Keywords: Pädagogik ; Forschung ; Aufsatzsammlung

URL: Volltext

UID:

ISSN: 0192-4788

In: Activities, adaptation & aging, Philadelphia, Pa. : Taylor & Francis, 1980, 36(2012), 1, Seite 29-54, 0192-4788

In: volume:36

In: year:2012

In: number:1

In: pages:29-54

Language: English

UID:

Format: 1 Online-Ressource

ISBN: 9789460914515

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level

Note: Preliminary Material /

Additional Edition: ISBN 9789460914508

Additional Edition: Erscheint auch als Druck-Ausgabe Voices from the Classroom: Elementary Teachers' Experience with Argument-Based Inquiry Leiden Boston : Brill | Sense, 2011

Language: English

DOI: 10.1007/978-94-6091-451-5

URL: DOI

UID:

Format: 1 online resource.

ISBN: 9789463510950

Series Statement: Educational Research E-Books Online, Collection 2018, ISBN: 9789004375666

Content: The intent of this book is to provide a rich and broad view of the impact of argument-based inquiry in classrooms from the perspective of the teacher. There are two important reasons for such a book. The first is that we as researchers constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. We need as a community to listen to what the teachers are telling us. The second reason is that as demands grow to provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of teachers from several countries who have used the Science Writing Heuristic (SWH) approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Note: Preliminary Material / , Examining the Impact of an Argument-Based Inquiry on the Development of Students' Learning in International Contexts / , Introduction / , Planning Process of Argumentation-Based Science Learning / , The Role of Big Idea in Argumentation Based Science Inquiry Classrooms / , Questioning in Argumentation-Based Inquiry (ABI) / , Negotiation / , The Role of the Language in Argument Based Inquiry (ABI) / , Introduction / , Planning / , Focusing on the Big Idea / , Questions / , Negotiation / , Introduction / , Planning / , Teaching to the Big Ideas of Science / , Questions and the Role of Language in Our Teaching / , Student Negotiations / , Reflecting on What We Have Learned from Teachers in Three International Contexts about Implementing Argument-Based Inquiry / , About the Contributors /

Additional Edition: Print version: More Voices from the Classroom: International Teachers' Experience with Argument-Based Inquiry Leiden, Boston : Brill | Sense, 2017, ISBN 9789463510943

Language: English

URL: DOI:

UID:

Format: 1 online resource

ISBN: 9789087902520

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: Science Inquiry, Argument and Language describes research that has focused on addressing the issue of embedding language practices within science inquiry through the use of the Science Writing Heuristic approach. In recent years much attention has been given to two areas of science education, scientific argumentation and science literacy. The research into scientific argument have adopted different orientations with some focusing on science argument as separate to normal teaching practices, that is, teaching students about science argument prior to using it in the classroom context; while others have focused on embedding science argument as a critical component of the inquiry process. The current emphasis on science literacy has emerged because of greater understanding of the role of language in doing and reporting on science. Science is not viewed as being separate from language, and thus there is emerging research emphasis on how best to improving science teaching and learning through a language perspective. Again the research orientations are parallel to the research on scientific argumentation in that the focus is generally between instruction separate to practice as opposed to embedding language practices within the science classroom context.

Note: Preliminary Material /

Additional Edition: Print version: Science Inquiry, Argument and Language: A Case for the Science Writing Heuristic, Leiden Boston : Brill | Sense, 2008

Language: English

URL: DOI:

UID:

Format: 1 online resource

ISBN: 9789460914515

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.

Note: Preliminary Material /

Additional Edition: Print version: Voices from the Classroom: Elementary Teachers' Experience with Argument-Based Inquiry, Leiden Boston : Brill | Sense, 2011

Language: English

URL: DOI: