Skip to main content
Location: United States |  Change Location
Male flipping through Corwin book

Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.


Inquire Within - Book Cover Look Inside
Updated Edition of Bestseller

Inquire Within

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

By: Douglas J. Llewellyn

This updated guide shows how to engage students in activities and explorations that draw on their big questions, then build students’ capacity to defend their claims.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781452299280
  • Published By: Corwin
  • Year: 2013
  • Page Count: 392
  • Publication date: December 02, 2013

Price: $39.95

Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Exam Copy

By selecting the request for exam copy above, you will be redirected to our parent site, Sage Publishing, to process your inspection copy request.  Thank you.



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

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


Douglas J. Llewellyn photo

Douglas J. Llewellyn

Douglas Llewellyn teaches science education courses at St. John Fisher College in Rochester, NY. Previously, he was the K-12 Director of Science at the Rochester City School District, a secondary school principal, and a middle school science teacher. Llewellyn is a frequent speaker at state and national conferences on inquiry- and argument-based teaching, constructivist learning, and science leadership.

Table of Contents

Table of Contents


     A Major Shift in Achieving Scientific Literacy

     What's New in the Third Edition?

     Who Should Read This Book?


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