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Zusatztext "This resource is an informative! thought-provoking read! and it's essential for anyone serious about understanding the science education research that supports the NGSS." -Victoria May! Assistant Dean of Arts & Sciences! Washington University in St. Louis"I like the way Brown and Concannon articulate the importance and usefulness of evidence-based inquiry for teachers and students. Their emphasis on 'understanding from experiences' is refreshingly reminiscent of John Dewey and the need to not only have a child's experience at the center of our teaching but to also showcase the importance of 'Science as method' not just as subject matter. This book is very useful for teachers as they work to engage learners in science by 'providing students with immediate experiences to form accurate understandings'."-Robert W. Blake! Jr. Professor and Chair! Towson University Informationen zum Autor Dr. Patrick Brown , PhD is the STEM coordinator for the Fort Zumwalt School District in O’Fallon, Missouri. Dr. James Concannon, PhD is a science teacher educator at Westminster College in Fulton, Missouri. Klappentext This new book shows middle and high school science teachers how to use evidence-based inquiry to help students achieve deeper conceptual understanding. Zusammenfassung This new book shows middle and high school science teachers how to use evidence-based inquiry to help students achieve deeper conceptual understanding. Inhaltsverzeichnis Contents Meet the Authors Introduction Chapter 1: What are the features of evidence-driven inquiry? Chapter 2: Next Generation Science Standards (NGSS) Chapter 3: How Thin Is Tin Foil? Chapter 4: An Interdisciplinary Theme Chapter 5: Students’ Use of the PSOE Model to Understand Weather and Climate Chapter 6: Teaching Bernoulli’s Principle through Demos Chapter 7: Gravity Is Easy to Understand, Right? The Difference between Calculating and Comprehending Chapter 8: Students Investigations in Temperature and Pressure Chapter 9: 2-Liter Bottles and Botanical Gardens: Using Inquiry to Learn Ecology Chapter 10: Students Conceptualizing Transcription and Translation from a Cellular Perspective Chapter 11: Are You Teaching Your Students about Stem Cells? Chapter 12: Transforming Osmosis: Labs to Address Standards for Inquiry Chapter 13: Lessons Learned ...
