Summary
| Subject keyword(s) | Achievement, Assessment of students, Communicating, Education, Inquiry learning, Mathematics, Predicting, Science as inquiry, Science as Inquiry, Science process skills, Scientific habits of mind, Social Sciences, Teaching Standards, Teaching strategies |
|---|---|
| Grade level | Elementary School, Middle School, High School, Vocational/Professional Development Education |
| Intended audience | Educator |
| Resource type | Audio/Visual, Instructional Material, Reference Material, Text |
| Resource format | application, application/pdf |
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Visit NSTA.org Home My PD Tools My Private Messages Register for Free My Library My PD Indexer My PD Plan & Portfolio My PD Record & Certificates My Calendar My Notepad My Community Forums My Help Desk Give Us Feedback Subjects Earth and Space Science Physical Science Life Science History and Nature of Science Personal and Social Issues Science and Technology Science as Inquiry Learning Resources & Opportunities Science Objects SciPacks SciGuides Symposia Symposia Archives Professional Development Institutes Web Seminars Web Seminar Archives Podcasts Online Courses NSTA Journal Articles NSTA Press Books Community Forums Education Administrator Help Frequently Asked Questions Technical Support Advisory Support Give Us Your Feedback Learning Center Home > Product Detail Product Detail: Journal Article Questioning Cycle: Making Students' Thinking Explicit During Scientific Inquiry By: Erin Marie Furtak and Maria Araceli Ruiz-Primo $0.00 - Member Price $0.99 - Nonmember Price You currently have javascript disabled, please use the button below: Details Type of Product: Journal Article Publication Title: Science Scope Publication Date: 1/1/2005 Pages: 4 Grade Level: Middle School Description Are you thinking about ways to get your students to think about science? Inquiry learning is an excellent way for students to get actively involved in science. Use the informative questioning cycle described in this article to ensure that students are making progress toward learning goals. Ideas For Use Discussions Additional Info Science Discipline: (mouse over for full classification) Communicating Predicting Scientific habits of mind Intended User Role: Curriculum Supervisor, Middle-Level Educator, Teacher Educational Issues: Achievement, Assessment of students, Curriculum, Inquiry learning, Instructional materials, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 378 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 11 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 11 correlations with the National Standards. [HIDE CORRELATIONS] Science as Inquiry Abilities necessary to do scientific inquiry Ask a question about objects, organisms, and events in the environment. (K-4) Communicate investigations and explanations. Identify questions that can be answered through scientific investigations. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Teaching Standards Teachers of science guide and facilitate learning. In doing this, teachers Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. Focus and support inquiries while interacting with students. Teachers of science engage in ongoing assessment of their teaching and of student learning. Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public. Use multiple methods and systematically gather data about student understanding and ability. Guide students in self-assessment. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry. Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse. State Standards Correlation Use the form below to view which of your state standards this resource addresses. Select State AC AK AL AR AZ CA CO CT DC DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY Loading... Customer Reviews This resource has not yet been reviewed. If you wish to review this resource, click here. {1} ##LOC[OK]## {1} ##LOC[OK]## ##LOC[Cancel]## {1} ##LOC[OK]## ##LOC[Cancel]## [ Access our noscript login page ] E-mail: Password: I'm an NSTA member and I don't have a password Lost password? Recover it here. Register now [Help PDF] Advanced Search Advanced Search Actions Recommend to a friend Write a Review Google Scholar Articles by: By: Erin Marie Furtak and Maria Araceli Ruiz-Primo Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 2.94