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Updated Edition of Bestseller

Inquire Within
Implementing Inquiry- and Argument-Based Science Standards in Grades 3-8

Third Edition


December 2013 | 392 pages | Corwin

Your definitive guide to inquiry- and argument-based science—updated for today’s standards!

Like most teachers, are you struggling to make sense of the many recent shifts in science education, especially the NGSS? Luckily Doug Lllewellyn is here to guide you every step along the way. His two big aims with this new edition of Inquire Within? To help you engage students in activities and explorations that draw on their big questions, then build students’ capacity to defend their claims.

Always striking a balance between the “why” and the “how,” this third edition models what the new reform efforts looks like in day-to-day practice. New features include how to

  • Teach argumentation, a key standards requirement and 21st century career skill
  • Adapt existing science curricula for inquiry-based learning to meet today’s standards
  • Effectively differentiate scientific instruction for multiple intelligences to drive student achievement
  • Improve students’ language arts, analytic, and communication skills through inquiry-based instruction
  • Utilize the many inquiry-based lesson plans
  • Develop your own inquiry-based mindset and grow professionally

You’ll quickly discover for yourself that this third edition of Inquire Within stands on its own as your single-best resource for keeping pace with science reform in the classroom.

"Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers.”
Juliana Texley, President-Elect
National Science Teachers Association

“Llewellyn’s Inquire Within provides strategies to support our efforts and infuse the components of the Next Generation Science Standards in our instruction through inquiry. It should be at the elbow of every teacher interested in understanding inquiry and meeting the challenge.”
Linda Froschauer, Past-President
National Science Teachers Association


 
Preface
A Major Shift in Achieving Scientific Literacy  
What's New in the Third Edition?  
Who Should Read This Book?  
 
Acknowledgments
 
About the Author
 
Chapter 1. Constructing an Understanding of Science Inquiry
What the Exploratorium Means by Inquiry  
What the National Science Education Standards Say About Inquiry  
What the National Science Teachers Association Says About Inquiry  
What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Inquiry  
Twelve Beliefs (and Rebuttals) About Inquiry-Based Teaching and Learning  
Inquiry as a Thinking Skill  
"Inquiring With Fruit"  
The Inquiry Cycle  
A Definition of Inquiry  
Inquiry and Scientific Literacy  
Inquiry and the Nature of Science  
Inquiry and Naturalistic Intelligence  
One More Look at Defining Scientific Inquiry  
Questions for Reflection and Discussion  
 
Chapter 2. Integrating Language Arts and Argumentation Into Science
The Common Core State Standards and Science: A Natural Pairing  
A Fourth-Grade Integrated Language Arts and Science Lesson on Levers  
The Influence of Media on Children  
What Is a Scientific Argument?  
Parts of an Argument  
Making a Case for Argumentation  
What A Framework for K-12 Science Education and the Next Generation Science Standards Say About Argumentation  
Scaffolding Toward Argumentation  
Verbal Prompts  
Painting a Picture of What Real Scientists Do  
Questions for Reflection and Discussion  
 
Chapter 3. Choosing to Become an Inquiry-Based Teacher
Self-Directed Learning  
What's Your Instructional Pie?  
Steps in Becoming an Inquiry-Based Teacher  
Monitoring Your Progress  
An Inquiry Self-Assessment Survey  
Your First Try at Inquiry  
The Importance of Modeling  
Making a Commitment  
Building Capacity Through Bugs-o-Copters  
Your IQ: Inquiry Quotient  
Questions for Reflection and Discussion  
 
Chapter 4. Developing a Mind-Set for Inquiry
What Is Constructivism?  
The Constructivist Learning Model  
The Conceptual Change Model  
Can I Change My Mind?  
Misconceptions: What You Know May Not Be So  
Where Do Misconceptions Come From?  
Comparing the Earth and the Moon  
How Far Is the Moon?  
Why Teach to Misconceptions?  
Uncovering Misconceptions in Science  
Historical Development of Constructivism  
Constructivism Today  
How Children Learn Science  
Mother Goose as a Scientist  
The Child as a Scientist  
All Things Are Possible  
Questions for Reflection and Discussion  
 
Chapter 5. Different Approaches for Teaching Through Inquiry
Why Johnny Can't Inquire  
Promoting Student Inquiries  
Invitation to Inquiry  
Demonstrated Inquiries  
Structured Inquiries  
Guided or Teacher-Initiated Inquiries  
Self-Directed or Student-Initiated Inquiries  
The Role of the Teacher for Each Approach  
Guiding Students Into Inquiry  
Investigating Balls and Ramps  
K-W-L Charts  
An Invitation to Inquiry Grid Summary  
Modifying a Traditional Lab Into an Inquiry Investigation  
Two Contrasting Models of Teaching  
The 5E Learning Cycle  
Investigating Mealworms  
The Constructivist Inquiry Cycle  
Effective Inquiry- and Argument-Based Teaching  
Questions for Reflection and Discussion  
 
Chapter 6. Designing Problem-Solving and Inquiry- and Argument-Based Investigations
The Myth of the Scientific Method  
How Scientists Use Models in Science  
Scientific Problem Solving  
A Model for Scientific Problem Solving  
The Benefits of Scientific Problem-Solving Activities  
Scientific Problem Solving Versus Inquiry  
Seven Segments of Inquiry  
Differentiated Science Inquiry  
A Pendulum Investigation  
Science Process Skill Stations  
Argument-Based Investigations  
Questions for Reflection and Discussion  
 
Chapter 7. Managing the Inquiry-Based Classroom
Making Time for Inquiry and Argumentation  
Avoiding a Lockstep Approach  
Establishing the Right Atmosphere  
Teaching Inquiry to Second Language Learners and Students With Special Needs  
Strategies for Integrating Language Instruction Into Science  
Integrating Inquiry With Technology  
Assessing and Monitoring Your Classroom Management Strategies  
Questions for Reflection and Discussion  
 
Chapter 8. Developing Effective Questioning Skills for Science Inquiry
Quality Questions Model Quality Thinking  
Classroom Questions  
Bloom's Taxonomy  
Answering Questions and Questioning Answers  
Clarifying, Focusing, Prompting, and Probing Questions  
Expository Questions  
The Interaction of Expository Questioning  
15 Tips for Helping You Frame Your Expository Questions  
The Power of Praise and Positive Reinforcement  
A Three-Step Approach to Better Questioning  
Exploratory Questions  
Why You Can't Investigate a "Why" Question  
Recalibrate Your Questioning Skills  
Questions for Reflection and Discussion  
 
Chapter 9. Assessing Science Inquiry
The Anxiety Over Testing  
Testing Versus Assessment Versus Evaluation  
Curriculum Alignment  
Assessing Inquiry-Based Science  
Three Categories of Assessment  
Designing Assessments  
Choosing the Right Test  
Differentiated Assessment  
Using a Multiple-Assessment Approach  
Authentic Assessments  
Transitioning to New Assessment Systems  
Questions for Reflection and Discussion  
 
Chapter 10. Creating a Classroom Culture of Inquiry and Argumentation
Traditional and Inquiry-Centered Classrooms  
Design Your Inquiry-Centered Classroom  
Students in an Inquiry-Centered Classroom  
Teachers in an Inquiry-Centered Classroom  
Constructing a Graphic Organizer of an Inquiry-Centered Classroom  
Teachers as Agents of Change  
Highly Effective Science Teachers  
Final Thoughts: Your Legacy  
Questions for Reflection and Discussion  
 
Resource A. Resources for Teachers
Print Resources on Inquiry- and Argument-Based Teaching  
Print Resources on Designing Inquiry- and Argument-Based Investigations  
Print Resources on Constructivism  
Print Resources on Different Approaches to Science Inquiry  
Print Resources on Science Standards and Reform  
Print Resources on Science Literacy, History of Science, and the Nature of Science  
Print Resources on Demonstrated Inquiries and Discrepant Events  
Print Resources on Second Language Learners  
Print Resources on Effective Questioning Skills  
Print Resources on Assessment  
Online Resources on Inquiry  
Professional Organizations  
 
Resource B. Lever Lesson Plan
 
Resource C. Bottle
 
Resource D. Rubric for Becoming an Inquiry-Based Teacher
 
Resource E. Inquiry Self-Assessment Response Grids
 
Resource F. Inquiry Self-Assessment Summary Matrix
 
Resource G. Short-Eared and Long-Eared Bugs-o-Copters
 
Resource H. Investigating Oobleck
 
Resource I. Seven Segments of Inquiry
 
Resource J. How to Make a Cartesian Diver
 
Resource K. Touch Squares
 
Resource L. 18 Concept Statements
 
References
 
Index

"For years Doug Llewellyn's books have provided a strong foundation for both beginning and veteran teachers as they integrated real inquiry experiences into science classes. Today teachers seeking deeper understanding of the Next Generation Science Standards are asking how inquiry fits into the broader array of Science and Engineering Practices/ This updated guide has the answers, expending and enriching the process of inquiry by showing how such practices as scientific argumentation fit. Llewellyn's model of teaching and his rich array of practical examples can help every teacher and student to experiences that clearly illustrate what scientists and engineers do. This is certainly a guide for the next generation of great teachers."

Juliana Texley, President-Elect
National Science Teachers Association
Key features
  • Full of photos of students and student work
  • Inquiry activities and lesson plans
  • Shows teachers how to modify current lesson plans rather than creating new ones
  • Examples match common curricular objectives

Updates to the Third Edition include:

  • Alignment with the new Common Core State Standards and the Next Generation Science Standards
  • A central focus on making and defending scientific arguments (i.e. argumentation)
  • Guidance on developing the prerequisite attitude and mindset for becoming an inquiry- and argument-based teacher
  • How to balance the meaning (the disposition) as well as the mechanics (the how-to) of inquiry and argumentation
  • Background on self-directed learning
  • Practice in climbing the ladder of professional improvement
  • Many new vignettes of inquiry and argument-based activities that integrate language arts with science.
  • New sections tie inquiry-based instruction to classroom management, language literacy, the nature of science, multiple intelligence, communication skills, and scientific argumentation.
  • The Third Edition is now closely aligned with Teaching High School Science Through Inquiry and Argumentation

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ISBN: 9781452299280
$33.95

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