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Chapter-by-Chapter Study Guide: Inquire Within: Implementing Inquiry-Based Science Standards in Grades 3-8 Second Edition, by Douglas Llewellyn
1. Becoming an Inquiry Teacher
Activity 1.1: Self-Directed Learning
2. What Is Inquiry?
Activity 2.1: What Is Inquiry?
Activity 2.2: Who’s Infected?
Activity 2.3: What Inquiry Is and What It Isn’t
3. Learning Through Inquiry
Activity 3.2: Herding Cats
4. How Do Children Learn Science?
Activity 4.2: Understanding From a Different Perspective
Activity 4.3: Misconceptions in Science
Activity 4.4: Earth-Moon Relationships
Activity 4.5: Designing Inquiry-Based Investigations
5. Creating a Culture of Inquiry
Activity 5.1: What Is a Culture of Inquiry?
Activity 5.2: Top Ten Reasons Teachers Say They Can’t Do Inquiry
6. What Are the Different Levels of Inquiry?
Activity 6.1: Four Approaches to Balls and Ramps
Activity 6.2: List the Attributes of an Inquiry-Based Lab
Activity 6.3: Modifying a Traditional Lab
7. Designing Investigations
Activity 7.1: Inquiry Versus Problem Solving
Activity 7.2: “Houston, We Have a Problem.”
Activity 7.3: Problem Solving Activity
8. What Is the Learning Cycle?
Activity 8.1: Using the 5E Learning Cycle
9. Knowledge, Skills, and Attitudes of Inquiry-Based Teachers
Activity 9.1: Inquiry Rubric
Activity 9.2: Inquiry Self-Assessment
Activity 9.3: What’s Your IQ?
10. Using Questioning Skills in Inquiry
Activity 10.1: Planning Questions
Closing Activity: Instructional Pie
Handout A: Concept Map of Scientific Inquiry (Figure 2.2)
Handout C: Question and Data Table for Balls and Ramp - Station A
Handout D: Task for Balls and Ramps - Station B
Handout E: Task for Balls and Ramps - Station C
Handout F: Task for Balls and Ramps - Station D
Handout G: Group Discussion Questions After Stations
Handout H: Methods of Teaching Science
Handout I: Instructional Pie
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