Summary
| Subject keyword(s) | Assessment of students, Inquiry learning, Professional development, Science as Inquiry, Science as inquiry, Teaching Standards, Teaching strategies |
|---|---|
| Grade level | Elementary School, Middle School, High School, Higher Education, Vocational/Professional Development Education |
| Intended audience | Educator |
| Resource type | Audio/Visual, Instructional Material, Text |
| Resource format | application, application/pdf |
| Rights | Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph). For all other permission requests from Science Scope, ISSN 0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph).For all other permission requests from Science Scope, ISSN #0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. |
Found in collection(s)
Click on the logo to get more information about the collection.
Content contained within the resource
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 Teacher's Toolkit: Reforming cookbook labs By: Erin Peters $0.00 - Member Price $0.99 - Nonmember Price You currently have javascript disabled, please use the button below: Details Type of Product: Journal Article Average Rating: based on 3 reviews Publication Title: Science Scope Publication Date: 11/1/2005 Pages: 6 Grade Level: Middle School Description The majority of ancillary materials provided with any textbook includes a large quantity of labs that have step-by-step instructions. Although it is important in science for students to learn how to follow directions, offering only cookbook labs limits students' access to exploration. Presented in this article are 11 different ways of altering cookbook labs so that students understand the intention of the procedure. The altered labs do not fully achieve the status of inquiry-lab, but they are a step toward allowing more open-ended discovery. Ideas For Use Once teachers see evidence that the management of open-ended labs is possible, they are more likely to have an inquiry-based sequence of instruction. A step in the right direction in the reform of cookbook labs is by slowly incorporating more activities that require more critical thinking from students. Discussions Additional Info Science Discipline: (mouse over for full classification) Asking questions Experimenting Interpreting data Scientific habits of mind Intended User Role: Curriculum Supervisor, Middle-Level Educator, Teacher Educational Issues: Classroom management, Curriculum, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 233 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 10 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 10 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) Use data to construct a reasonable explanation. Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data. Develop descriptions, explanations, predictions, and models using evidence. Think critically and logically to make the relationships between evidence and explanations. Understandings about scientific inquiry Scientists use different kinds of investigations depending on the questions they are trying to answer. Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. (K-4) Teaching Standards Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC) Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry. Model and emphasize the skills, attitudes, and values of scientific inquiry. Customer Reviews From Traditional To Inquriy Adah (San Antonio, TX) on May 25, 2011 This article deconstructs standard cook-book science labs. The author provides eleven ways to alter cookbook labs so that students understand the intention of the procedure – mix-up the steps; give just the procedure; use of concept maps; and more. There are several examples provided in the article. More importantly this article shows how the author took traditional textbook labs and moved them into the realm of inquiry. This is a great approach to use with students. 11 Simple Ways to Improve Your Teaching Kate Geer (Louisville, CO) on November 15, 2010 This article outlines 11 simple ways to infuse more critical thinking into your science classroom. These 11 strategies help you to easily add more critical thinking and student ownership to your labs. revising lab reports nancy bort (arlington, va) on January 31, 2011 In this article, the author offers examples of how to take the standard type lab that we all do in our science classes and turn it into something with a bit more oomph--not doing cook book labs.She gives her students various parts of a lab and they need to figure out the rest of it!Wouldn't it me neat to give our students a conclusion and they need to figure out the lab to go with it! {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 Peters Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 2.80