De Francis, Greg
Spinning Things: An Investigation with Tops
1994 ASTC Annual Conference
Portland, OR
Abstract: I chose this investigation as an example of what we mean by inquiry science, and how good inquiry lessons lead to students becoming scientists themselves: asking questions from the material; designing experiments to answer these questions; manipulating and changing the material in various ways to perform their experiments; and finally possibly finding an answer to their question, but more importantly finding new questions to ask. Thus the thinking, experimenting, and questioning (all part of doing science) can go on and on, in exciting and sometimes unanticipated ways. This evolves into a wonderful and positive feedback loop for the learning process.
Graham, Sandi and Jim Keighton
Drop Device Inquiry: Investigating Liquids
Museum of Life and Science
Durham, NC
1994 ASTC Annual Conference
Seattle, WA
Koch, Janice
"Face to Face with Science Misconceptions."
Science and Children; v30 n6, pp. 39-40, Mar 1993.
Available from: UMI
Abstract: Describes an interview-a-scientist assignment for preservice elementary teachers. Preservice teachers realized that scientists frequently repeat experimental work, that science is not neat and tidy, and that science requires patience and perseverance.
Perkins, David
"Teaching for Understanding."
American Educator: The Professional Journal of the American Federation of
Teachers; v17 n3, pp. 8,28-35, Fall 1993.
(Section topic: "To Memorize and Recite or to Think and Do? Observations
from Near and Far.")
Available from: UMI
Abstract: Explores the meaning of understanding and the importance of teaching for understanding. Typical classrooms do not give sufficient presence to thoughtful engagement in understanding performance. How to teach for learning is reviewed, focusing on both teaching and assessment. The need for generative knowledge is discussed.
Perrone, Vito
"How to Engage Students in Learning."
Educational Leadership; v51 n5, pp. 11-13, Feb 1994.
Available from: UMI
Abstract: Students are most intellectually engaged when they help define lesson content, have time to pursue an interesting direction, are allowed
different forms of expression, create original and public products, and
accomplish a socially relevant task. Teachers can help engage and empower
students by developing overarching goals, gaining insights through concept
mapping, and using authentic assessment methods.
Rossman, Alan D.
"Managing Hands-on Inquiry."
Science and Children; v31 n1, pp. 35-37, Sep 1993.
Available from: UMI
Abstract: Presents the following guidelines to consider before, during, and after hands-on inquiry: (1) plan and prepare; (2) create problem intrigue; (3)
give students the responsibility of solving the problem; (4) offer feedback
and guidance; (5) debrief; and (6) anticipate, prevent, monitor, and adapt.
Tinker, Robert F.
"Science Standards: Promises and Dangers."
Hands On! v16 n1, pp. 16-19, Spring 1993.
Abstract: Discusses the challenges of creating and adhering to science standards that were, at the time of this article, still being developed.
Warren, Beth et al.
"Sense-Making Practices in Science."
Hands On! v15 n2, pp. 4-5, 19, Fall 1992.
Abstract: Discusses the challenges of implementing a sense-making approach to science in the classroom. Scientific sense-making is driven by students' questions rather than by textbooks or curricula.
Watson, Bruce and Richard Kopnicek.
"Teaching for Conceptual Change: Confronting Children's Experience"
Phi Delta Kappan
pp. 680-684, May 1990.
Abstract: Overcoming children's misconceptions can be a challenge in the classroom. The author suggests that a better understanding of the social aspects of learning, how students use their conceptual understandings outside the classroom, and how their experiences grow into scientific models that they find satisfactory will help teachers better understand their role.
Wolf, Dennis Palmer.
"The Art of Questioning"
Academic Connections; pp. 1-7, Winter 1987.
Abstract: This article was originally a talk delivered at the Summer Institute of the College Boards Educational EQuality Project, held in Santa Cruz, California, July 9-13, 1986. At the institute more than one hundred high school and college teachers convened to consider how concerns raised by the education reform movement can be translated into improvements in everyday teaching practice. One topic given particularly close attention was that of questioning in the classroom. Dennie Wolfs remarks provided the keynote for these deliberations, and the version of her talk presented here has been expanded slightly to take into account questions raised by institute participants.
Zubrowski, Bernard.
"An Aesthetic Approach to the Teaching of Science." Journal of Research in Science Teaching, v19 n5, pp. 411-416, 1982.
Abstract: The role of aesthetic curiosity in the manipulation of materials is often ignored or considered irrelevant in most science curricula. Contemporary practice in curriculum design emphasizes an approach that views science and art as separate types of explorations. Some historians of technology and science suggest that basic discoveries arise out of an aesthetic curiosity fostered by play with materials or ideas. Experience with certain familiar materials of aesthetic interest suggest that children will sustain play for long periods and easily mix metaphors of art and science in developing an understanding of the phenomena that are a part of the experience. Several examples are given of how this might be accomplished.
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