Preface About the Author Chapter 1: Constructing an Understanding of Inquiry Chapter 2: Constructing an Understanding of Scientific Argumentation Chapter 3: Learning About Inquiry and Argumentation Through Case Studies Chapter 4: Choosing to Become an Inquiry-Based Teacher Chapter 5: Developing a Philosophy for Inquiry Chapter 6: Four Levels of Science Inquiry Chapter 7: Modifying a Lab Activity Into an Inquiry- and Argument-Based Investigation Chapter 8: Managing the Inquiry-Based Classroom Chapter 9: Developing Effective Questioning Skills Chapter 10: Assessing Scientific Inquiry Chapter 11: Creating a Classroom Culture of Inquiry and Argumentation Resource A: Resources for High School Science Teachers Resource B: Bottle Handout References Index
Teaching High School Science Through Inquiry is one of the few print resources devoted exclusively to developing and enhancing teachers' capacity to teach through scientific inquiry in grades 9-12. The second edition has been revised to include: -More emphasis on developing the prerequisite attitude and mind-set for becoming an inquiry-based teacher -Increased focus on scientific argumentation -Updated list of recommended resources The new edition of this best-seller ensures teachers have an up-to-date resource and solid guidance in integrating scientific argumentation into their lessons, and balancing the theory and practice of implementing an inquiry-based science classroom.
Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, NY. Previously, he was the K-12 Director of Science at the Rochester City School District, a secondary school principal, and a middle school science teacher. Llewellyn is a frequent speaker at state and national conferences on inquiry- and argument-based teaching, constructivist learning, and science leadership.