Summary
| Subject keyword(s) | Process Standards for Professional Development, Science as Inquiry, Teaching Standards |
|---|---|
| Resource type | Audio/Visual, 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 Rethinking Laboratories: Tools for converting cookbook labs into inquiry By: Mark J. Volkmann and Sandra K. Abell $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 1 review Publication Title: The Science Teacher Publication Date: 9/1/2003 Pages: 4 Grade Level: Middle School, High School Description An inquiry analysis tool and adaptation principles help teachers evaluate and adapt laboratories to be more inquiry-oriented. Ideas For Use This example of a typical cookbook lab, the "rusty nail,” helps teachers evaluate and adapt lab instructional materials to be more inquiry-oriented. Discussions Additional Info Science Discipline: (mouse over for full classification) Analyzing data Asking questions Collecting data Communicating Experimenting Interpreting data Observing Scientific habits of mind Intended User Role: College/University Professor (preservice science education), Curriculum Supervisor, High-School Educator, Middle-Level Educator, Teacher Educational Issues: Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 735 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 15 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 15 correlations with the National Standards. [HIDE CORRELATIONS] Science as Inquiry Abilities necessary to do scientific inquiry Design and conduct a scientific investigation. Use appropriate tools and techniques to gather, analyze, and interpret data. Think critically and logically to make the relationships between evidence and explanations. Communicate scientific procedures and explanations. Identify questions and concepts that guide scientific investigations. (9-12) Formulate and revise scientific explanations and models using logic and evidence. (9-12) 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) Process Standards for Professional Development Learning Build on the teacher's current science understanding, ability, and attitudes. (NSES) Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES) Teaching Standards Teachers of science plan an inquiry-based science program for their students. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. 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. Challenge students to accept and share responsibility for their own learning. Teachers provide students with the time, space, and resources needed to learn science. Create a setting for student work that is flexible and supportive of science inquiry. Engage students in designing the learning environment. Customer Reviews Transform cookbook labs to inquiry Jennifer Rahn (Delafield, WI) on April 27, 2011 In a change of course from cookbook laboratory exercises to an inquiry approach that engages students, the authors focus on adaptation principles that focus on questions, evidence, explanation, and communication. The students are challenged to use their own ideas to come up with ideas and explanations, design experimental procedures of their own, and observe, analyze, and communicate their results. Repeating the process encourages an even deeper understanding. This article focuses on a cookbook lab investigating the rusting of a nail; the approach could be applied to any number of traditional lab exercises. {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: Mark J. Volkmann and Sandra K. Abell Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 0.67