Summary
| Subject keyword(s) | Asking questions, Classroom management, Collecting data, Communicating, Curriculum, Education, Experimenting, History and Nature of Science, Hypothesizing, Inquiry learning, 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 |
| 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. |
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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 Science Sampler: Hypothesis-based learning By: Kaley Fore $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: 11/1/2005 Pages: 2 Grade Level: Middle School Description Are visions of students hypothesizing, designing experiments to test their explanations, analyzing data, writing formal publications of results, and debating over scientific procedures in an attempt to justify their control of variables dancing in your head? This dream can become a reality when you implement hypothesis-based learning (HBL) into your science curriculum. Follow the suggestions found in this article to put your dream in motion, and wake-up to a classroom teeming with motivated, on-task, and eager students as they learn an enormous amount of scientific concepts. Ideas For Use When engaged in Hypothesis-based learning, students are interested in the lecture because they are learning more about their own experiences. As a result, they retain concepts because they were motivated to learn about them in the first place. Discussions Additional Info Science Discipline: (mouse over for full classification) Communicating Experimenting Hypothesizing Observing Predicting Intended User Role: Curriculum Supervisor, Middle-Level Educator, Teacher Educational Issues: Classroom management, Curriculum, Inquiry learning, Instructional materials, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 213 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 7 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 7 correlations with the National Standards. [HIDE CORRELATIONS] Science as Inquiry Abilities necessary to do scientific inquiry 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 Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting). Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4) Teaching Standards 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. History and Nature of Science Nature of science NA 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: Kaley Fore Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 2.56